Abstract:

Over several decades, emotional aspect of teaching received less attention although emotions are integral part of teaching practice. Unfortunately, researchers have less knowledge about what types of emotions teachers experience, how they regulate those emotions, and how their emotions are related to motivational variables. Teacher emotions have influence on their cognition, motivation, and teaching. Therefore, examining the factors related to teacher emotions is essential for teacher effectiveness. Teachers experience various emotions regarding their instruction. While they experience pleasure and satisfaction when their students made progress; students’ misbehaviors lead to frustration and anger. Moreover, teachers feel uncomfortable when there are some unexpected situations in class. As these studies indicated, teacher emotions are closely related to how teachers regulate their teaching. Teacher self-regulation includes processes to direct and maintain metacognition, motivation, and strategies for effective instruction. What teachers do before their instruction, how they monitor themselves during instruction, and how they evaluate their own performance after instruction is related to effectiveness of their teaching and emotions. Therefore, the purpose of the present study was to investigate the relationship between teacher emotions and teacher self-regulation. A total of 369 science teachers from different public middle schools participated in the study. Positive and Negative Affect Schedule and Teacher Self-Regulation Scale were employed to collect data. Canonical correlation analysis was run using positive and negative emotions as teacher emotions variable set and goal setting, intrinsic interest, mastery goal, performance goal, self-instruction, emotional control, self-evaluation, self-reaction, and help-seeking as teacher self-regulation variable set. Results revealed one significant canonical variate. Of teacher self-regulation variable set, goal setting, intrinsic interest, mastery goal, self-instruction, emotional control, self-evaluation, and help seeking were positively associated with the positive emotions. Performance goal orientation was positively related with the negative emotions. This means that teachers who set goals before instruction, made strategic planning, monitored their teaching, made self-evaluation, and had intrinsic interest and mastery goals experienced positive emotions. However, teachers whose purposes of teaching were to get reward from principals or to please parents (i.e., performance goals) tended to have negative emotions.

Keywords:

Teacher emotions, teacher self-regulation, canonical correlation.