THE DEVELOPMENT AND VALIDATION OF THE TEACHER ACADEMIC EMOTIONS (TAE) SCALE: ASSESSING EMOTIONAL EXPERIENCES IN THE CLASSROOM
Keywords:
Abstract
The emotional experiences of teachers in the classroom have a significant impact on their well-being, job satisfaction, and instructional effectiveness. However, there is a need for a reliable and valid measure to assess these emotions comprehensively. This paper presents the development and validation of the Teacher Academic Emotions (TAE) Scale, a self-report instrument designed to assess the range of emotional experiences of teachers in the context of their teaching practices. The scale was developed through a rigorous process, including item generation, expert review, pilot testing, and psychometric analysis. The final version of the TAE Scale consists of multiple dimensions, capturing positive and negative emotions experienced by teachers during instructional activities. The psychometric properties of the scale, including reliability and validity, were examined through a large-scale survey of teachers. The findings demonstrate that the TAE Scale is a reliable and valid instrument for assessing teacher academic emotions. The scale has implications for teacher professional development, well-being, and the understanding of the complex interplay between emotions and teaching practices.
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