FELICIDAD T.

VILLAVICENCIO,PhD
 Teachers’ emotionality

Frijda, 2004
•  Discrete emotion categories
Izard, 1977
•  Basic emotions
Lutz, 1988
•  Emotions are anything but
natural

Sutton & •  Teaching is an emotionally charged

Wheatley, 2003 activity
Scott & Sutton, •  Teaching involves human interaction and
2009 therefore has an emotional dimension
Nias, 1996
Control-value theory of
academic emotions

(+) activity (+) outcome

emotion emotion
enjoyment Pride

(-) outcome
(-) activity
emotions
emotion
anxiety
anger
hopelessness
boredom
shame
 Effects of emotions
Pekrun, Goetz, Titz, & Perry, 2002; Pekrun, 2006

Positive emotions
Strengthen motivation
Direct attention toward the task
Enhance flexible learning

Negative emotions
Erode motivation
Direct motivation away from the task
Make task processing shallow and
superficial

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 Method
1 Establishing construct definition
and content domain
2 Generating and judging
measurement items
3 Pilot testing
4 Data Analysis
5 Validation of the scale

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 •  120 items
Participants
Pilot study •  547 teachers
•  Age=21-64 years

•  45 items
Participants
Method Validation
•  275 teachers
•  Age= 21-61 years

•  Exploratory Factor
Data Analysis (EFA)
analysis •  Confirmatory Factor
Analysis (CFA)

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 Results
Eigenvalue % Total Cumulative Cumulative

1
24.53496 20.44580 24.53496 20.44580

2
14.84534 12.37111 39.38030 32.81692

3
3.97455 3.31213 43.35485 36.12904

4
3.35527 2.79606 46.71012 38.92510

5
2.94413 2.45344 49.65425 41.37854
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Scree plot

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1-Irritation and anger

2 -Pride and enjoyment

3- Guilt and shame

4- Boredom

5 - Annoyance
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Final version No. of M SD Cronbach’s
items alpha

Factor 1 12 42.22 7.56 .92

Irritation/anger

Factor 2 10 41.72 4.45 .86

Pride/enjoyment

Factor 3 9 31.29 5.92 .84

Guilt/shame

Factor 4 8 19.91 6.26 .78

Boredom

Factor 5 4 14.38 2.75 .75

Annoyance

ETS 43 149.53 18.29 .92

Whole scale

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Teachers get angry or irritated
•  I get angry when a
student cheats during
  when students
show poor academic exams
work

  when they see

•  I get irritated when
that their goals are students do not pay
not attained attention to the
discussion

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 Teachers experience enjoyment
and pride in relation to performance
of their duties

I am proud of my ability to design lessons

that are relevant, meaningful, and fun

I appreciate students who monitor

their own thinking during class
discussion
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 Guilt occurs when teacher’s evaluation
leads to the conclusion that one has failed

•  In relation to teaching •  In relation to students

•  I feel guilty if I don’t •  I feel guilty if majority

achieve all the of students failed in
objectives of the the exam
course

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 Boredom experienced by teachers

•  May be task-related •  Or student-related

•  Constructing •  I feel bored in a

tests/exams is class of passive
boring for me. students

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 Teachers get annoyed when they
fail in their expectations

•  I am annoyed •  I am annoyed
when no one when students
could answer my did not do their
questions in assignments
class

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Emotions can affect memory of teachers, their
categorizing, thinking, and problem solving
(Isen, 1993)

Cognition
Emotionality
in Teaching Goals and
Motivation

Emotions can affect teachers’ intrinsic motivation,

attributions, efficacy beliefs, and goals
(Pekrun, Goetz, Titz, & Perry, 2002)

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 ETS is the first instrument
in emotionality in teaching
Teachers experience a
that utilized both
diversity of emotions in
qualitative and
teaching.
quantitative methods in its
development

Conclusions

This instrument can be

ETS has strong empirical adopted in future research
qualities which contributes in investigating other
to the assessment and motivational factors
measurement literature related to teaching
performance

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 Thank you for
your attention !

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