Rasch Derived Teachers' Emotions Questionnaire.

Area of Science:

• Educational Psychology
• Psychometrics

Background:

• A gap exists in validated instruments for assessing teachers' emotional regulation and expression.
• Understanding teachers' emotions is crucial for effective pedagogy and student well-being.

Purpose of the Study:

• To evaluate the reliability and validity of the revised 90-item Teachers' Emotion Questionnaire.
• To assess three key measures: emotional expressivity frequency, self-efficacy in regulating emotional expression during teaching, and context-specific emotional expression self-efficacy.

Main Methods:

• Rasch rating scale analyses were employed to examine item and person separation and reliability.
• Test-retest reliability was assessed over a four-week period.
• Concurrent validity was examined using the Emotional Regulation Questionnaire.

Main Results:

• Rasch analyses indicated sufficient reliability and some support for construct validity.
• Test-retest reliability was supported for all three measures (r=.592, p<.001; r=.473, p<.01; r=.641, p<.001).
• Concurrent validity was supported for the self-efficacy measure with established emotional regulation scales.

Conclusions:

• The revised Teachers' Emotion Questionnaire demonstrates adequate reliability and validity for measuring teachers' emotional expressivity and self-efficacy.
• Findings support the use of this instrument in educational research and practice.
• Suggestions for scale modifications and future research directions are provided.