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School Principals’ Emotion Inventory: Validity and Reliability in the Turkish Context

Year 2024, Volume: 12 Issue: 1, 73 - 88, 30.06.2024

Abstract

The purpose of this study is to adapt the Principal Emotion Inventory (PEI) developed by Junjun Chen, which measures the emotions experienced by school administrators in various situations, to Turkish culture and to assess the scale's psychometric qualities. There were 305 school principals in the research group, representing various school levels (preschool, primary school, secondary school and high school). Various analyses were conducted to provide evidence for the validity and reliability of the measurement tool. In line with the findings of the construct validity confirmatory factor analysis, it was determined that eight of the goodness-of-fit indices showed acceptable fit and three of them revealed excellent fit. It was confirmed that the Turkish form validated the five-dimensional structure of the original 25-item PEI. Factor loadings ranged from 0.32 to 0.72 in the Enjoyment sub-dimension; 0.42 to 0.69 in the Pride sub-dimension; 0.59 to 0.79 in the Frustration sub-dimension; 0.55 to 0.69 in the Anxiety sub-dimension; and 0.49 to 0.77 in the Hopelessness sub-dimension. In order to provide evidence of reliability, Mcdonald Omega was calculated utilizing factor loadings and specific variances in addition to Cronbach Alpha coefficient. The Omega coefficients calculated for the five sub-dimensions were 0.45 (Enjoyment), 0.72 (Pride), 0.82 (Frustration), 0.77 (Anxiety) and 0.83 (Hopelessness), respectively. The Cronbach Alpha coefficients calculated for the five sub-dimensions were 0.54, 0.71, 0.82, 0.77 and 0.83, respectively. The scale is a valid and reliable measuring tool that may be used to ascertain school principals' feelings regarding the situations they encounter, as demonstrated by all of these analysis findings.

References

  • Ashforth, B. E., & Humphrey, R. H. (1995). Emotion in the workplace: A reappraisal. Human Relations, 48, 97-125.
  • Ashkanasy, N. M., & Daus, S. D. (2002). Emotion in the workplace: The new challenge for managers. Academy of Management Executive, 16(1), 76-86.
  • Beatty, B.R. (2000). The emotions of educational leadership: breaking the silence. International Journal of Leadership in Education, 3(4), 331-357.
  • Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: an international review of empirical evidence 1992-2012. Review of Educational Research, 85(1), 129-167.
  • Berkovich, I., & Eyal, O. (2017). Methodological review of studies on educational leaders and emotions (1992-2012): Insights into the meaning of an emerging research field in educational administration. Journal of Educational Administration 55(5), 469–491.
  • Blackmore, J. (1996). Doing emotional labour in the educational market place: stories from the field of women in management. Discourse, 17(3), 337‐50.
  • Blackmore, J. (1999). Troubling Women: Feminism, Leadership and Educational Change. Open University Press, Buckingham.
  • Blackmore, J. (2004). Leading as emotional management work in high risk times: The counterintuitive impulses of performativity and passion. School Leadership and Management, 24(4), 439–459.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.
  • Bryman, A., & Cramer, D. (2002). Quantitative data analysis with SPSS release 10 for Windows: A guide for social scientists. New York: Routledge.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı [Factor analysis: Basic concepts and its use in scale development]. Kuram ve uygulamada eğitim yönetimi, 32(32), 470-483.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem A. Press.
  • Chen, J. (2021). Development and validation of the Principal Emotion Inventory: A mixed-methods approach. Educational Management Administration & Leadership, 49(5), 750–767. https://doi.org/10.1177/1741143220919764
  • Chiang, J. T.-J., Chen, X.-P., Liu, H., Akutsu, S., & Wang, Z. (2021). We have emotions but can’t show them! Authoritarian leadership, emotion suppression climate, and team performance. Human Relations, 74(7), 1082–1111. https://doi.org/10.1177/0018726720908649
  • Cliffe, J. (2011). Emotional intelligence: A study of female secondary school headteachers. Educational Management Administration & Leadership, 39(2), 205-218.
  • Cole MS, Carter MZ, & Zhang Z (2013). Leader-team congruence in power distance values and team effectiveness: The mediating role of procedural justice climate. Journal of Applied Psychology, 98(6), 962–973.
  • Comrey, A. L. & Lee, H. B. (1992). A First Course in Factor Analysis (Second Edition). New Jersey: Lawrence Erlbaum Associates, Publishers, Hillsdale.
  • Crawford, M. (2007). Emotional coherence in primary school headship. Educational Management, Administration and Leadership, 35(4), 521-534.
  • Crawford, M. (2009). Getting to the Heart of Leadership. Sage Publications, London.
  • Crawford, M. (2011). Rationality and emotion in education leadership-enhancing our understanding. In: Day C and Lee JC (eds) New Understandings of Teacher’s Work. New York: Springer, 207–217.
  • Crawford, M. (2018). Personal engagement, emotion and the educational workplace. Journal of Professional Capital and Community, 3(3), 223–240.
  • Crocker, L., & Algina, J. (1986). Introduction to Classical and Modern Test Theory. Harcourt Brace Jovanovich College Publishers: Philadelphia
  • Day, C. (2004). The passion of successful leadership. School Leadership & Management, 24(4), 425–437.
  • Day, C. (2011). New understandings of Teacher’s work: Emotions and educational change. New York: Springer.
  • Demir, E. K. (2021). The role of social capital for teacher professional learning and student achievement: A systematic literature review. Educational Research Review, 33, 100391.
  • Demetriou, H., Wilson, E. & Winterbottom, M. (2009). “The role of emotion in teaching: are there differences between male and female newly qualified teachers’ approaches to teaching? Educational Studies, 35(4), 449-473.
  • Ellemers, N., De Gilder, D. & Haslam, S.A. (2004) Motivating individuals and groups at work: A social identity perspective on leadership and group performance. Academy of Management Review, 29(3), 459–478.
  • Fineman, S. (2000). Emotion in organizations (2nd ed.). London: Sage.
  • Gallant, A. & Riley, P. (2013). The emotional labour of the aspirant leader: Traversing school politics. In Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning (pp. 81-97). Emerald Group Publishing Limited.
  • George, I. M. (2000). Emotions and leadership: The role of emotional intelligence. Human Relations, 53(1), 027-1055.
  • Gronn, P. (2003). The new work of educational leaders: Changing leadership practice in an era of school reform. London: Chapman.
  • Grosland T. & Roberts L. S. (2020). Leading with/in emotion states: The criticality of political subjects and policy debates in educational leadership on emotions. Policy Futures in Education, 19(1), 97–110. https://doi.org/10.1177/1478210320940136
  • Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1): 5–24.
  • Hargreaves, A. (1997). Rethinking Educational Change With Heart and Mind. Alexandria: The Association for Supervision and Curriculum Development, Yearbook(ASCD).
  • Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and teacher Education, 21(8), 967-983.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • James, C. & Vince, R. (2001). Developing the leadership capability of head teachers. Educational Management, Administration & Leadership, 29(3), 307-317.
  • Kervancı, F. (2008). Büro çalışanlarının duygu yönetimi yeterlilik düzeylerinin geliştirilmesinde duygu yönetimi eğitimi programının etkisi [The effect of emotion management training program on the development of emotion management competency levels of office workers]. Gazi University, Institute of Educational Sciences, Department of Office Management Education, Ankara, Turkey.
  • Kline, R. B. (2011). Convergence of structural equation modeling and multilevel modeling. The SAGE handbook of innovation in social research methods, 562-589.
  • Kozlowski, S. W. J. & Bell, B. S. (2013). Work groups and teams in organizations: Review update. In: Schmitt N,
  • Highhouse S (eds). Handbook of Psychology (2nd edn). Hoboken, NJ: Wiley, 412–469.
  • Lazarus, R. S. (1991). Cognition and motivation in emotion. American Psychologist, 46(4), 352–367. https://doi.org/10.1037/0003-066X.46.4.352
  • Leithwood, K., & Beatty, B. (2009). Leadership for emotionally hot climates. International Studies in Educational Administration, 37(1), 91–103. https://distributedleadership.northwestern.edu/files/2019/03/managing_2008-1twyhki.pdf
  • Lopes, P. N., Mestre, J. M., Guil, R., Kremenitzer, J. P., & Salovey, P. (2012). The Role of Knowledge and Skills for Managing Emotions in Adaptation to School: Social Behavior and Misconduct in the Classroom. American Educational Research Journal, 49(4), 710–742. https://doi.org/10.3102/0002831212443077
  • Lucke, J. F. (2005). The α and the ω of congeneric test theory: An extension of reliability and internal consistency to heterogeneous tests. Applied Psychological Measurement, 29(1), 65-81.
  • Marsh, H. W., Hau, K. T., Artelt, C., Baumert, J. & Peschar, J. L. (2006). OECD's brief self-report measure of educational psychology's most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360.
  • Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: from research to results. United States: Association for Supervision and Curriculum Development.
  • Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications.
  • Oplatka, I. (2004). Women teachers' emotional commitment and involvement: A universal professional feature and educational policy. Education and society, 22, 23-44.
  • Oplatka, I. (2011). The dynamic nature of emotions in educational leadership: Lessons from the career stories of Israeli late-career principals. In New Understandings of Teacher's Work: Emotions and Educational Change (pp. 187-203). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-007-0545-6_12
  • Rajah, R., Song, Z., & Arvey, R. D. (2011). Emotionality and leadership: Taking stock of the past decade of research. The Leadership Quarterly, 22(6), 1107-1119.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
  • Shirley, D. (2016). Three forms of professional capital: systemic, social movement, and activist. Journal of Professional Capital and Community, 1(4), 302-320.
  • Spillane, J., P., & Diamond, J. B. (2007). Distributed leadership in practice. Teachers College Press
  • Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics (6th ed.). New Jersey: Pearson.
  • Thomson, P. (2009). Heads on the Block. Routledge, London.
  • Töremen, F., & Çankaya, İ. (2008). An Effective Approach at Management: Emotional Management. Journal of Theoretical Educational Science, 1(1), 33-47. Retrieved from https://dergipark.org.tr/en/pub/akukeg/issue/29336/313942
  • Yamamoto, J.K., Gardiner, M.E., & Tenuto, P.L. (2014). Emotion in leadership: Secondary school administrators’ perceptions of critical incidents. Educational Management, Administration & Leadership, 42(2), 165-183.
  • Yurdugül, H. (2006). The comparison of reliability coefficients in parallel, tau-equivalent, and congeneric measurements. Ankara University Journal of Faculty of Educational Sciences (JFES), 39(1), 15-37.
  • Zembylas, M. (2016). The therapisation of social justice as an emotional regime: Implications for critical education. Journal of Professional Capital and Community, 1(4), 286-301.

Okul Yöneticisi Duygu Envanterinin Türkçeye Uyarlanması: Bir Güvenirlik ve Geçerlilik Çalışması

Year 2024, Volume: 12 Issue: 1, 73 - 88, 30.06.2024

Abstract

Bu çalışmanın amacı; okul yöneticilerinin çeşitli durumlarda deneyimledikleri duyguları ölçen, Junjun Chen tarafından geliştirilen “Principal Emotion Inventory (Okul Yöneticileri Duygu Envanteri (OYDE))”nin Türkiye kültürüne uyarlanması ve ölçme aracının psikometrik özelliklerinin incelenmesidir. Araştırmanın katılımcı grubunu farklı okul kademelerinde (okulöncesi, ilkokul, ortaokul ve lise) çalışan 305 okul yöneticisi oluşturmaktadır. Ölçme aracının geçerlik ve güvenilirliğine kanıt oluşturmak için çeşitli analizler yapılmıştır. Yapı geçerliğine ilişkin yapılan Doğrulayıcı Faktör Analizi sonuçlarına göre; uyum iyiliği indekslerinden sekizinin kabul edilebilir, üçünün ise mükemmel uyum gösterdiği tespit edilmiştir. Türkçe formun, 25 maddelik OYDE’nin orijinalindeki beş boyutlu yapıyı doğruladığı görülmüştür. Faktör yük değerleri ise; Keyif Alma alt boyutunda 0,32 ile 0,72; Gurur Duyma alt boyutunda 0,42 ile 0,69; Hayal Kırıklığı alt boyutunda 0,59 ile 0,79; Kaygı alt boyutundan 0.55 ile 0.69 ve Umutsuzluk alt boyutunda ise 0,49 ile 0,77 arasında değiştiği gözlenmiştir. Güvenilirliğe ilişkin kanıt sunmak amacıyla, Cronbach Alpha katsayısının yanı sıra faktör yük değerleri ve özgül varyanslar kullanılarak elde edilen Mcdonald Omega hesaplanmıştır. Beş alt boyut için elde edilen Omega katsayısı sırasıyla 0,45 (Keyif alma), 0,72 (Gurur duyma), 0,82 (Hayal kırıklığı), 0,77 (Kaygı) ve 0,83 (Umutsuzluk) olarak belirlenmiştir. Beş alt boyut için hesaplanan Cronbach Alpha katsayıları ise sırasıyla 0.54, 0.71, 0.82, 0.77 ve 0,83’tür. Tüm bu analiz sonuçları; ölçeğin okul yöneticilerin deneyimledikleri durumlara yönelik duygularını belirlemede kullanılabilir, geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

References

  • Ashforth, B. E., & Humphrey, R. H. (1995). Emotion in the workplace: A reappraisal. Human Relations, 48, 97-125.
  • Ashkanasy, N. M., & Daus, S. D. (2002). Emotion in the workplace: The new challenge for managers. Academy of Management Executive, 16(1), 76-86.
  • Beatty, B.R. (2000). The emotions of educational leadership: breaking the silence. International Journal of Leadership in Education, 3(4), 331-357.
  • Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: an international review of empirical evidence 1992-2012. Review of Educational Research, 85(1), 129-167.
  • Berkovich, I., & Eyal, O. (2017). Methodological review of studies on educational leaders and emotions (1992-2012): Insights into the meaning of an emerging research field in educational administration. Journal of Educational Administration 55(5), 469–491.
  • Blackmore, J. (1996). Doing emotional labour in the educational market place: stories from the field of women in management. Discourse, 17(3), 337‐50.
  • Blackmore, J. (1999). Troubling Women: Feminism, Leadership and Educational Change. Open University Press, Buckingham.
  • Blackmore, J. (2004). Leading as emotional management work in high risk times: The counterintuitive impulses of performativity and passion. School Leadership and Management, 24(4), 439–459.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.
  • Bryman, A., & Cramer, D. (2002). Quantitative data analysis with SPSS release 10 for Windows: A guide for social scientists. New York: Routledge.
  • Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı [Factor analysis: Basic concepts and its use in scale development]. Kuram ve uygulamada eğitim yönetimi, 32(32), 470-483.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem A. Press.
  • Chen, J. (2021). Development and validation of the Principal Emotion Inventory: A mixed-methods approach. Educational Management Administration & Leadership, 49(5), 750–767. https://doi.org/10.1177/1741143220919764
  • Chiang, J. T.-J., Chen, X.-P., Liu, H., Akutsu, S., & Wang, Z. (2021). We have emotions but can’t show them! Authoritarian leadership, emotion suppression climate, and team performance. Human Relations, 74(7), 1082–1111. https://doi.org/10.1177/0018726720908649
  • Cliffe, J. (2011). Emotional intelligence: A study of female secondary school headteachers. Educational Management Administration & Leadership, 39(2), 205-218.
  • Cole MS, Carter MZ, & Zhang Z (2013). Leader-team congruence in power distance values and team effectiveness: The mediating role of procedural justice climate. Journal of Applied Psychology, 98(6), 962–973.
  • Comrey, A. L. & Lee, H. B. (1992). A First Course in Factor Analysis (Second Edition). New Jersey: Lawrence Erlbaum Associates, Publishers, Hillsdale.
  • Crawford, M. (2007). Emotional coherence in primary school headship. Educational Management, Administration and Leadership, 35(4), 521-534.
  • Crawford, M. (2009). Getting to the Heart of Leadership. Sage Publications, London.
  • Crawford, M. (2011). Rationality and emotion in education leadership-enhancing our understanding. In: Day C and Lee JC (eds) New Understandings of Teacher’s Work. New York: Springer, 207–217.
  • Crawford, M. (2018). Personal engagement, emotion and the educational workplace. Journal of Professional Capital and Community, 3(3), 223–240.
  • Crocker, L., & Algina, J. (1986). Introduction to Classical and Modern Test Theory. Harcourt Brace Jovanovich College Publishers: Philadelphia
  • Day, C. (2004). The passion of successful leadership. School Leadership & Management, 24(4), 425–437.
  • Day, C. (2011). New understandings of Teacher’s work: Emotions and educational change. New York: Springer.
  • Demir, E. K. (2021). The role of social capital for teacher professional learning and student achievement: A systematic literature review. Educational Research Review, 33, 100391.
  • Demetriou, H., Wilson, E. & Winterbottom, M. (2009). “The role of emotion in teaching: are there differences between male and female newly qualified teachers’ approaches to teaching? Educational Studies, 35(4), 449-473.
  • Ellemers, N., De Gilder, D. & Haslam, S.A. (2004) Motivating individuals and groups at work: A social identity perspective on leadership and group performance. Academy of Management Review, 29(3), 459–478.
  • Fineman, S. (2000). Emotion in organizations (2nd ed.). London: Sage.
  • Gallant, A. & Riley, P. (2013). The emotional labour of the aspirant leader: Traversing school politics. In Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning (pp. 81-97). Emerald Group Publishing Limited.
  • George, I. M. (2000). Emotions and leadership: The role of emotional intelligence. Human Relations, 53(1), 027-1055.
  • Gronn, P. (2003). The new work of educational leaders: Changing leadership practice in an era of school reform. London: Chapman.
  • Grosland T. & Roberts L. S. (2020). Leading with/in emotion states: The criticality of political subjects and policy debates in educational leadership on emotions. Policy Futures in Education, 19(1), 97–110. https://doi.org/10.1177/1478210320940136
  • Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1): 5–24.
  • Hargreaves, A. (1997). Rethinking Educational Change With Heart and Mind. Alexandria: The Association for Supervision and Curriculum Development, Yearbook(ASCD).
  • Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and teacher Education, 21(8), 967-983.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • James, C. & Vince, R. (2001). Developing the leadership capability of head teachers. Educational Management, Administration & Leadership, 29(3), 307-317.
  • Kervancı, F. (2008). Büro çalışanlarının duygu yönetimi yeterlilik düzeylerinin geliştirilmesinde duygu yönetimi eğitimi programının etkisi [The effect of emotion management training program on the development of emotion management competency levels of office workers]. Gazi University, Institute of Educational Sciences, Department of Office Management Education, Ankara, Turkey.
  • Kline, R. B. (2011). Convergence of structural equation modeling and multilevel modeling. The SAGE handbook of innovation in social research methods, 562-589.
  • Kozlowski, S. W. J. & Bell, B. S. (2013). Work groups and teams in organizations: Review update. In: Schmitt N,
  • Highhouse S (eds). Handbook of Psychology (2nd edn). Hoboken, NJ: Wiley, 412–469.
  • Lazarus, R. S. (1991). Cognition and motivation in emotion. American Psychologist, 46(4), 352–367. https://doi.org/10.1037/0003-066X.46.4.352
  • Leithwood, K., & Beatty, B. (2009). Leadership for emotionally hot climates. International Studies in Educational Administration, 37(1), 91–103. https://distributedleadership.northwestern.edu/files/2019/03/managing_2008-1twyhki.pdf
  • Lopes, P. N., Mestre, J. M., Guil, R., Kremenitzer, J. P., & Salovey, P. (2012). The Role of Knowledge and Skills for Managing Emotions in Adaptation to School: Social Behavior and Misconduct in the Classroom. American Educational Research Journal, 49(4), 710–742. https://doi.org/10.3102/0002831212443077
  • Lucke, J. F. (2005). The α and the ω of congeneric test theory: An extension of reliability and internal consistency to heterogeneous tests. Applied Psychological Measurement, 29(1), 65-81.
  • Marsh, H. W., Hau, K. T., Artelt, C., Baumert, J. & Peschar, J. L. (2006). OECD's brief self-report measure of educational psychology's most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360.
  • Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: from research to results. United States: Association for Supervision and Curriculum Development.
  • Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications.
  • Oplatka, I. (2004). Women teachers' emotional commitment and involvement: A universal professional feature and educational policy. Education and society, 22, 23-44.
  • Oplatka, I. (2011). The dynamic nature of emotions in educational leadership: Lessons from the career stories of Israeli late-career principals. In New Understandings of Teacher's Work: Emotions and Educational Change (pp. 187-203). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-007-0545-6_12
  • Rajah, R., Song, Z., & Arvey, R. D. (2011). Emotionality and leadership: Taking stock of the past decade of research. The Leadership Quarterly, 22(6), 1107-1119.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
  • Shirley, D. (2016). Three forms of professional capital: systemic, social movement, and activist. Journal of Professional Capital and Community, 1(4), 302-320.
  • Spillane, J., P., & Diamond, J. B. (2007). Distributed leadership in practice. Teachers College Press
  • Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics (6th ed.). New Jersey: Pearson.
  • Thomson, P. (2009). Heads on the Block. Routledge, London.
  • Töremen, F., & Çankaya, İ. (2008). An Effective Approach at Management: Emotional Management. Journal of Theoretical Educational Science, 1(1), 33-47. Retrieved from https://dergipark.org.tr/en/pub/akukeg/issue/29336/313942
  • Yamamoto, J.K., Gardiner, M.E., & Tenuto, P.L. (2014). Emotion in leadership: Secondary school administrators’ perceptions of critical incidents. Educational Management, Administration & Leadership, 42(2), 165-183.
  • Yurdugül, H. (2006). The comparison of reliability coefficients in parallel, tau-equivalent, and congeneric measurements. Ankara University Journal of Faculty of Educational Sciences (JFES), 39(1), 15-37.
  • Zembylas, M. (2016). The therapisation of social justice as an emotional regime: Implications for critical education. Journal of Professional Capital and Community, 1(4), 286-301.
There are 60 citations in total.

Details

Primary Language English
Subjects Cross-Cultural Scale Adaptation, Education Management, Leadership in Education
Journal Section Makaleler
Authors

Hasan Basri Memduhoğlu 0000-0001-5592-2166

Barzan Batuk 0000-0002-1393-2814

Publication Date June 30, 2024
Submission Date April 26, 2024
Acceptance Date June 30, 2024
Published in Issue Year 2024 Volume: 12 Issue: 1

Cite

APA Memduhoğlu, H. B., & Batuk, B. (2024). School Principals’ Emotion Inventory: Validity and Reliability in the Turkish Context. Anadolu Eğitim Liderliği Ve Öğretim Dergisi, 12(1), 73-88.