THE DYNAMIC RELATIONSHIP BETWEEN TEACHER AUTONOMY AND INSTRUCTIONAL EMOTIONS

Öz

This research examines the relationship between teachers' perceptions of autonomy and their instructional emotions. The sample included 264 teachers working at various educational levels in Konya, Turkey. The findings showed that teachers had the highest perception of autonomy at the classroom level and the lowest perception at the school level. When teachers' instructional emotions were examined, it was found that among the positive emotions, the highest was the feeling of enjoyment and the lowest was the feeling of pride. Among the negative emotions, the highest was the feeling of disappointment and the lowest was the feeling of anxiety. Importantly, higher perceptions of autonomy were found to be associated with more positive and fewer negative emotions, suggesting that autonomy may have a positive effect on teachers' instructional emotional states. The research indicates that fostering teacher autonomy could be an important strategy for enhancing teachers' positive emotional experiences in the classroom.

Anahtar Kelimeler

• Instructional emotions
• teacher autonomy
• classroom autonomy
• school autonomy

ÖĞRETMEN ÖZERKLİĞİ VE ÖĞRETİM DUYGU DURUMLARI ARASINDAKİ DİNAMİK İLİŞKİ

Öz

Öğretmenlerin özerklik algıları ile öğretim duygu durumları arasındaki ilişkinin incelendiği bu çalışma, Konya'da farklı eğitim kademelerinde görev yapan 264 öğretmen üzerinde gerçekleştirilmiştir. Bulgular, öğretmenlerin en yüksek özerklik algısına sınıf düzeyinde, en düşük özerklik algısına ise okul düzeyinde sahip olduğunu göstermiştir. Öğretmenlerin öğretim duyguları incelendiğinde, olumlu duygular arasında en yüksek olanın keyif alma duygusu, en düşük olanın ise gurur duygusu olduğu bulunmuştur. Olumsuz duygular arasında ise en yüksek duygu hayal kırıklığı, en düşük duygu ise kaygıdır. Daha da önemlisi, daha yüksek özerklik algısı daha fazla olumlu ve daha az olumsuz duyguyla ilişkili bulunmuştur; bu da özerkliğin öğretmenlerin öğretim duygu durumları üzerinde olumlu bir etkisi olabileceğini düşündürmektedir. Araştırma, öğretmen özerkliğini teşvik etmenin, öğretmenlerin sınıftaki olumlu duygusal deneyimlerini arttırmak için önemli bir strateji olabileceğini göstermektedir.

Anahtar Kelimeler

• Öğretim duygu durumları
• öğretmen özerkliği
• sınıfta özerklik
• okulda özerklik

Kaynakça

1. Alsharari, N., & Alshurideh, M. (2021). Student retention in higher education: The role of creativity, emotional intelligence and learner autonomy. International Journal of Educational Management, 35(1), 233-247. https://doi.org/10.1108/ijem-12-2019-0421
2. Amirian, Z., Shayanfar, M., & Rezazadeh, M. (2021). Structural equation model of teachers' mindsets, self-efficacy, and emotional experiences and iranian efl learners' willingness to communicate and l2 motivational self system. Journal of Languages and Language Teaching, 9(4), 356. https://doi.org/10.33394/jollt.v9i4.4286
3. Anttila, H., Pyhältö, K., Soini, T., & Pietarinen, J. (2016). How does it feel to become a teacher? emotions in teacher education. Social Psychology of Education, 19(3), 451-473. https://doi.org/10.1007/s11218-016-9335-0
4. Argon, T. (2015). Öğretmenlerin sahip oldukları duygu durumlarının okul yöneticilerinin dikkate alıp almamalarına ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 377-404. http://dx.doi:10.17240/aibuefd.2015.15.1-5000128614
5. Ashraf, M. (2020). How do you change the world? The role of working condition in quest for excellence in quality education: evidence from bangladesh. Measuring Business Excellence, 25(1), 78-105. https://doi.org/10.1108/mbe-01-2020-0015
6. Belmonte, C., Estrella, J., & Eutsay, S. (2022). Social and emotional wellbeing of teachers and its impact on the teaching practice. Journal of Education and Culture Studies, 6(1), 1. https://doi.org/10.22158/jecs.v6n1p1
7. Benlahcene, A., Awang-Hashim, R., & Kaur, A. (2020). Personal best goals: Do they mediate the relationship between teacher autonomy support and student engagement? Malaysian Journal of Learning and Instruction, 17(1), 25-49. https://doi.org/10.32890/mjli2020.17.1.2
8. Bustingorry, S. O. (2008). Towards teachers' professional autonomy through action research. Educational Action Research, 16(3), 407-420. https://doi.org/10.1080/09650790802260398

9. Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
10. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi.
11. Chen, J., Lee, J., & Dong, J. (2020). Emotional trajectory at different career stages: two excellent teachers’ stories. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01034
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Psychology Press.
13. Cummings, C., Lansing, A. H., Hadley, W., & Houck, C. D. (2023). Intervention impact on the perceived emotion regulation repertoire of adolescents at-risk for risky sexual behaviors. Emotion, 23(7), 2105-2109. https://doi.org/10.1037/emo0001199
14. Demirkasımoğlu, N. (2010). Defining “teacher professionalism” from different perspectives. Procedia Social and Behavioral Sciences, 9, 2047-2051. https://doi.org/10.1016/j.sbspro.2010.12.444
15. Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40, 137–143. https://doi.org/10.1007/s10643-012-0504-2
16. Dilekçi, Ü. & Sezgin-Nartgün, Ş. (2019). Adaptation of Teachers’ Instructional Emotions Scale to Turkish culture and revision and descriptive analysis of the scale. Educational Administration Theory and Practice, 25(1), 51-118. http://dx.doi.org/10.14527/kuey.2019.002
17. Doyle, N. B., Downer, J. T., & Rimm-Kaufman, S. E. (2024). Understanding teachers’ emotion regulation strategies and related teacher and classroom factors. School Mental Health, 1-14. https://doi.org/10.1007/s12310-023-09624-8
18. Fraenkel, J., Wallen, N. & Hyun, H. H., (2023). How to design and evaluate research in education. McGraw Hill Companies.
19. Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R. & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716. https://doi.org/10.1037/a0014695
20. Fu, W., Wang, C., Tang, W., Sha, L., & Wu, Y. (2021). Emotional intelligence and well-being of special education teachers in China: the mediating role of work-engagement. Frontiers in Psychology, 12, 1-8 https://doi.org/10.3389/fpsyg.2021.696561
21. Galderisi, S., Heinz, A., Kastrup, M., Beezhold, J., & Sartorius, N. (2015). Toward a new definition of mental health. World Psychiatry, 14(2), 231-233. https://doi.org/10.1002/wps.20231.
22. Hagenauer, G., Hascher, T., & Volet, S. (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. https://doi.org/10.1007/s10212-015-0250-0
23. Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854. http://doi.org/10.1016/S0742-051X(98)00025-0
24. Hong, J., Nie, Y., Heddy, B., Monobe, G., Ruan, J.,You, S. & Kambara, H. (2016). Revising and validating Achievement Emotions Questionnaire – Teachers (AEQ-T). IJEP – International Journal of Educational Psychology, 5(1), 80-107. http://dx.doi.org/10.17583/ijep.2016.1395
25. Ingersoll, R. M. (2007). Short on power long on responsibility. Educational Leadership, 65(1), 20-25.
26. İnam, A. (2016). Bilinç üzerine düşünceler. Ortadoğu Teknik Üniversitesi Yayınları. Retrieved from http://phil.metu.edu.tr/ahmet-inam/bilinc.htm.
27. Jennings, P. A., & Greenberg,M. T.(2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. http://dx.doi.org/10.3102/0034654308325693
28. Jiang, J., Benita, M., Steffgen, S. T., Haerens, L., & Lai, K. W. K. (2023). Associations between need-supportive teaching and student and teacher emotions: A mixed-methods investigation. Scandinavian Journal of Educational Research, 1-16. https://doi.org/10.1080/00313831.2023.2262487
29. Karadeniz, D. & Fer, S. (2023). Öğretmen Özerkliği Algı Ölçeği’nin geçerlik ve güvenirlik çalışması. International EDUCongress, 20-23 Eylül, Ankara, Türkiye.
30. Karadeniz, D., & Fer, S. (2023). Predictive power of teachers’ perceptions of autonomy on high school students’ term grade. Cukurova University Faculty of Education Journal, 52(1), 126-159. https://doi.org/10.14812/cuefd.1143008
31. Keller, M. M., & Becker, E. S. (2021). Teachers’ emotions and emotional authenticity: Do they matter to students’ emotional responses in the classroom? Teachers and Teaching: Theory and Practice, 27(5), 404-422. https://doi.org/10.1080/13540602.2020.1834380
32. Keller, M., Chang, M., Becker, E., Goetz, T., & Frenzel, A. (2014). Teacher emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.01442
33. Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31(1), 163–195. https://doi.org/10. 1007/s10648-018- 9458-2
34. Kleinkorres, R., Stang-Rabrig, J., & McElvany, N. (2023). The longitudinal development of students’ well-being in adolescence: The role of perceived teacher autonomy support. Journal of Research on Adolescence, 33(2), 496-513. https://doi.org/10.1111/jora.12821
35. Koç, G. (2006). Yapılandırmacı sınıflarda öğretmen-öğrenen rolleri ve etkileşim sistemi. Eğitim ve Bilim, 31(142), 56-64.
36. Lan, X. and Zhang, L. (2019). Shields for emotional well-being in chinese adolescents who switch schools: the role of teacher autonomy support and grit. Frontiers in Psychology, 10, 1-11. https://doi.org/10.3389/fpsyg.2019.02384
37. Lange, F., Steinke, A., & Dewitte, S. (2018). The pro-environmental behavior task: a laboratory measure of actual pro-environmental behavior. Journal of Environmental Psychology, 56, 46-54. https://doi.org/10.1016/j.jenvp.2018.02.007
38. Lee, J. and Yin, H. (2010). Teachers’ emotions and professional identity in curriculum reform: a chinese perspective. Journal of Educational Change, 12(1), 25-46. https://doi.org/10.1007/s10833-010-9149-3
39. Lei, P. & Xu, J. (2022). Development of chinese college english teachers’ psychological empowerment scale: A validation study. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.846081
40. Li, L., Huang, L., & Liu, X. (2023). Primary school teacher's emotion regulation: impact on occupational well‐being, job burnout and resilience. Psychology in the Schools, 60(10), 4089-4101. https://doi.org/10.1002/pits.22982
41. Lyle, A. M., & Peurach, D. J. (2022). Changing notions of teacher autonomy: The intersection of teacher autonomy and instructional improvement in the US. Research in Education, 0(0), 1-23. https://doi.org/10.1177/00345237211055843
42. Miranda, O. (2023). Institutional factors that impact the entrepreneurial activity of university students. Región Científica. 2(1). https://doi.org/10.58763/rc202327.
43. Muhammad, A., Khan, S., & Khan, W. (2020). Effect of professional determinants upon job performance of lecturers in health and physical education at college level. Sir Syed Journal of Education & Social Research (Sjesr), 3(4), 342-350. https://doi.org/10.36902/sjesr-vol3-iss4-2020(342-350)
44. Namaziandost, E., & Heydarnejad, T. (2023). Mapping the association between productive immunity, emotion regulation, resilience, and autonomy in higher education. Asian-Pacific Journal of Second and Foreign Language Education, 8(33), 1-17. https://doi.org/10.1186/s40862-023-00207-3
45. Narayanan, M., Shields, A. L., & Delhagen, T. J. (2023). Autonomy in the spaces: Teacher autonomy, scripted lessons, and the changing role of teachers. Journal of Curriculum Studies, 1-18. https://doi.org/10.1080/00220272.2023.2297229
46. Nguyen, D., Pietsch, M., & Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education, 106, 103463. https://doi.org/10.1016/j.tate.2021.103463
47. Nguyen, M., & Walkinshaw, I. (2018). Autonomy in teaching practice: insights from vietnamese english language teachers trained in inner-circle countries. Teaching and Teacher Education, 69, 21-32. https://doi.org/10.1016/j.tate.2017.08.015
48. Oriol-Granado, X., Mendoza-Lira, M., Covarrubias-Apablaza, C. G., & Molina-López, V. M. (2017). Positive emotions, autonomy support and academic performance of university students: The mediating role of academic engagement and self-efficacy. Revista de Psicodidactica, 22(1), 45-53. https://doi.org/10.1016/S1136-1034(17)30043-6
49. Özdemir, M., Büyükgöze, H., Akman, Y., Topaloğlu, H., & Çiftçi, K. (2023). Distributed leadership and teachers’ emotional labour: The mediating role of teacher autonomy. Journal of Educational Administration, 61(4), 405-422. https://doi.org/10.1108/JEA-06-2022-0092
50. Paradis, A., Lutovac, S., Jokikokko, K., & Kaasila, R. (2019). Towards a relational understanding of teacher autonomy: the role of trust for canadian and finnish teachers. Research in Comparative and International Education, 14(3), 394-411. https://doi.org/10.1177/1745499919864252
51. 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, 1-13. https://doi.org/10.1016/j.tate.2020.103228
52. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
53. Ramos, R. C. (2006). Considerations on the role of teacher autonomy. Colombian Applied Linguistics Journal, 8, 183-202.
54. Resnik, P., & Dewaele, J.-M. (2021). Learner emotions, autonomy and trait emotional intelligence in “in-person” versus emergency remote English foreign language teaching in Europe. Applied Linguistics Review, 14(3), 473-501. https://doi.org/10.1515/applirev-2020-0096
55. Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. https://doi.org/10.1037/a0027268
56. Schweder, S. and Raufelder, D. (2021). Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments. Learning Environments Research, 25(2), 507-522. https://doi.org/10.1007/s10984-021-09378-7
57. Shanmuga, K. (2013). Cognitive emotion regulation of teachers in relation to their gender and experience. Journal of Research & Method in Education, 1(2), 5-8. https://doi.org/10.9790/7388-0120508
58. Stark, K., Daulat, N., & King, S. (2022). A vision for teachers’ emotional well-being. Phi Delta Kappan, 103(5), 24-30. https://doi.org/10.1177/00317217221079975
59. Torres, A. & Weiner, J. (2018). The new professionalism? charter teachers’ experiences and qualities of the teaching profession. Education Policy Analysis Archives, 26(19), 1-33. https://doi.org/10.14507/epaa.26.3049
60. Valckx, J., Vanderlinde, R., & Devos, G. (2019). Departmental plcs in secondary schools: the importance of transformational leadership, teacher autonomy, and teachers’ self-efficacy. Educational Studies, 46(3), 282-301. https://doi.org/10.1080/03055698.2019.1584851
61. Verhees, M., Engbers, R., Landstra, A., Bouwmans, G., Koksma, J., & Laan, R. (2021). Optimizing teacher basic need satisfaction in distributed healthcare contexts. Advances in Health Sciences Education, 26(5), 1581-1595. https://doi.org/10.1007/s10459-021-10061-y
62. Wang, H., Burić, I., Chang, M.-L., & Gross, J. J. (2023). Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis. Social Psychology of Education, 26(6), 1651-1696. https://doi.org/10.1007/s11218-023-09810-1
63. Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers’ goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology, 87(1), 90–107. https://doi.org/10. 1111/bjep.12137
64. Wegge, J., Goerdeler, K., & Dörfel, D. (2021). ‘Dead bodies as a daily business’ – affective work events, emotions and emotion regulation in the work of undertakers. Work, 73(2), 651-665. https://doi.org/10.31234/osf.io/qx32p
65. Wermke, W., Rick, S., & Salokangas, M. (2018). Decision-making and control: perceived autonomy of teachers in Germany and Sweden. Journal of Curriculum Studies, 51(3), 306-325. https://doi.org/10.1080/00220272.2018.1482960
66. Wing, C., Simon, K., & Bello-Gómez, R. (2018). Designing difference in difference studies: Best practices for public health policy research. Annual Review of Public Health, 39(1), 453-469. https://doi.org/10.1146/annurev-publhealth-040617-013507
67. Yin, H., Huang, S., & Wang, W. (2016). Work environment characteristics and teacher well-being: the mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health, 13(9), 907. https://doi.org/10.3390/ijerph13090907
68. Yurtseven, C. & Hoşgörür, T. (2021). Öğretmenlerin özerklik davranışları ile duygusal emekleri arasındaki i̇lişki. E-International Journal of Educational Research. 12(5), 89-117. https://doi.org/10.19160/e-ijer.897847