Öğretmenlerin Teknoloji ile Öğretime Yönelik Duygularının Ölçülmesi: Bir Geçerlik ve Güvenirlik Çalışması

Year 2022, , 115 - 128, 31.12.2022

Huriye Güngör , Nilüfer Atman Uslu

https://doi.org/10.52911/itall.1079254

Cited By: 1

Abstract

Bu çalışmada Frenzel vd. (2016) tarafından geliştirilmiş olan öğretmen duygu genel alt ölçeğinin teknoloji ile öğretim yapma sürecine göre uyarlanarak geçerlik ve güvenirlik çalışmasının yapılması amaçlanmıştır. Çalışmaya okul öncesi, ilk ve orta öğretim kurumlarında görev yapan 159 öğretmen katılmıştır. Doğrulayıcı faktör analizi sonucunda keyif, öfke ve kaygı faktörlerinden birer madde çıkartılarak üç faktörlü ve dokuz maddeli yapının doğrulandığına ilişkin bulgulara ulaşılmıştır. Ayrıca, yakınsama ve ıraksama geçerliğine ilişkin yeterli sonuçlar elde edilmiştir. Cronbach’s alfa iç tutarlılık katsayısı keyif faktörü için 0.861, öfke için 0.808 ve kaygı için 0.791 olarak hesaplanmıştır. Sonuç olarak ölçme aracının geçerlik ve güvenirliğine ilişkin yeterli bulgulara ulaşılmıştır. Bu çalışmada uyarlanmış olan ölçme aracı, teknoloji entegrasyonu konusunda çalışan araştırmacılar tarafından kullanılabilir.

Keywords

öğretmen duyguları, teknoloji entegrasyonu, duygu

Teachers Emotions Related Teaching with Technology: A Validity and Reliability Study

Abstract

In this study, it is aimed to conduct a validity and reliability study by adapting the general subscale of teacher emotion scales developed by Frenzel et al. (2016) according to the process of teaching with technology.159 teachers working in pre-school, primary and secondary education institutions participated in the study. As a result of the confirmatory factor analysis, one item was removed from the factors of enjoyment, anger and anxiety, and it was concluded that the three-factor and nine-item structure was confirmed. In addition, sufficient results regarding convergent and discriminant validity were obtained. Cronbach's alpha internal consistency coefficient was calculated as 0.861 for enjoyment factor, 0.808 for anger and 0.791 for anxiety. As a result, sufficient findings were obtained regarding the validity and reliability of the measurement tool. The survey adapted in this study can be used by researchers studying on technology integration.

Keywords

Teacher emotion, Technology integration, Emotion

References

• Artino Jr, A. R., & Jones II, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170-175.
• Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions–An experience sampling analysis. Teaching and Teacher Education, 43, 15-26.
• Carmichael, C., Callingham, R., & Watt, H. M. G. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM - Mathematics Education, 49(3), 449e460. https://doi.org/10.1007/s11858-016-0831-7
• Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. In Advances in teacher emotion research (pp. 129-151). Springer, Boston, MA.
• Frenzel, A. C., and E. J. Stephens. 2013. “Emotions.” In Emotion, Motivation, and Self-Regulation: A Handbook for Teachers, edited by N. C. Hall and T. Goetz, 1–56. Bingley, UK: Emerald.
• Hacıömeroğlu, G. (2020). Öğretmen adayları için öğretmen duygu ölçeği-matematik türkçe formu: geçerlik ve güvenilirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 133-147.
• Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European journal of psychology of education, 30(4), 385-403.
• Hascher, T., & Hagenauer, G. (2016). Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum. International Journal of Educational Research, 77, 15-25.
• Kay, R. H. (2008). Exploring the relationship between emotions and the acquisition of computer knowledge. Computers & Education, 50(4), 1269-1283.
• Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: the achievement emotions questionnaire-elementary school (AEQ-ES). Learning and Individual differences, 22(2), 190-201.
• Parr, A., Gladstone, J., Rosenzweig, E., & Wang, M. T. (2021). Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions. Teaching and Teacher Education, 98, 103228.
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341.
• Taxer, J. L., & Frenzel, A. C. (2015). Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions. Teaching and teacher education, 49, 78-88
• Teo, T., & Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers & education, 57(2), 1645-1653.
• Uzuntiryaki-Kondakci, E., Kirbulut, Z. D., Sarici, E., & Oktay, O. (2020). Emotion regulation as a mediator of the influence of science teacher emotions on teacher efficacy beliefs. Educational Studies, 1-19.