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Duyguların İngilizce Hazırlık Programları’ndaki İngilizce Okutmanlarının İyi Olma Durumuna Etkisi

Yıl 2018, Sayı: 3, 574 - 582, 01.12.2018

Öz

Bu çalışmanın amacı, İstanbul, Türkiye’deki vakıf kâr amacı gütmeyen, özel üniversitelerinin İngilizce Hazırlık Programlarında çalışan İngilizce Okutmanlarının duygularının iyi olma durumlarına etkisini bulmaktır. Karma yöntem araştırma tasarımı olan bu çalışma, spesifik olarak yabancı dil olarak İngilizce öğreten okutmanların en çok hissettikleri duygu durumlarını pozitif ve negatif , deneyim yılının duygularını ne ölçüde etkilediklerini ve son olarak da katılımcıların duygu durumlarındaki değişikliklere yönelik görüşlerini araştırmayı hedeflemektedir. Nicel veriler toplam beş farklı İngilizce Hazırlık Programı’nda görev yapan 66 İngilizce okutmanından Chen 2016 tarafından hazırlanan Öğretmen Duygu Ölçeği aracılığıyla toplanırken, nitel veriler katılan okutmanların 28’i tarafından yazılan duyguları hakkındaki görüşlerini bildirdikleri yansıtıcı metinlerden alınmıştır. Çalışmanın bulguları; katılımcıların çoğunlukla pozitif duygular hissettiğini göstermektedir. Ek olarak, kıdem yıllarının da katılımcılarının sadece neşe duygusuna olumlu bir etki yarattığı bulunmuştur. Ancak, öğrencilerinin, özel yaşamlarının ve iş yerlerinin de okutmanların duygularını ve iyi olma durumlarının etkileyen önemli faktörler olduğu bulunmuştur. Sonuçlara göre, hazırlık okullarında pozitif duyguların gelişmesine yönelik öneriler çalışmanın içinde sunulmuştur

Kaynakça

  • Bahia, S., Freire, I., Amaral, A., & Teresa Estrela, M. (2013). The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching, 19(3), 275-292.
  • Bakker, A. B. (2005). Flow among music teachers and their students: The crossover of peak experiences. Journal of Vocational Behavior, 66(1), 26-44.
  • Cenkseven-Önder, F., & Sarı, M. (2009). The quality of school life and burnout as predictors of subjective well-being among teachers. Educational Sciences: Theory and Practice, 9(3), 1223-1235.
  • Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Çubukçu, F. (2013). The significance of teachers’ academic emotions. Procedia-Social and Behavioural Sciences, 70, 649- 653.
  • Day, C., Sammons, P., & Stobart, G. (2007). Teachers matter: Connecting work, lives and effectiveness. London: McGrawHill.
  • Day, C., & Qing, G. (2009). Teacher emotions: Well-being and effectiveness. In P. A. Schutz & M. Zembylas (Eds.). Advances in teacher emotion research: The impact on teachers’ lives (pp. 15-31). New York: Springer.
  • Eren, A. (2014). Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching: A mediation analysis. Social Psychology of Education, 17(1), 73-104.
  • Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils? Teachers and Teaching: Theory and Practice, 18(4), 491-507.
  • Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
  • Grandey, A. A. (2000). Emotional regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5(1), 95-110. Retrieved from http://php.scripts.psu.edu/users/a/a/aag6/GrandeyJOHP.pdf
  • Gürsel, M., Sünbül, A. M., & Sarı, H. (2002). An analysis of burnout and job satisfaction between Turkish head teachers and teachers. European Journal of Psychology of Education, 17(1), 35-45.
  • Hagenauer, G., & Volet, S. E. (2014). “I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display. The Australian Educational Researcher, 41(3), 261-281.
  • Hagenauer, G., & Volet, S. (2014). ‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29(2), 240-262.
  • Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
  • Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions -of their interactions with students. Teaching and Teacher Education, 16(8), 811-826.
  • 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.
  • Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA: University of California Press.
  • Houser, M. L., & Waldbuesser, C. (2017). Emotional contagion in the classroom: The impact of teacher satisfaction and confirmation on perceptions of student nonverbal classroom behavior. College Teaching, 65(1), 1-8.
  • Kayıkçı, K. (2011). A conceptual framework on managing student misbehaviors and a research in primary schools in Turkey. Journal of Education Research, 5(2), 119-142.
  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995-1006.
  • Kelchtermans, G. (2011). Vulnerability in teaching: The moral and political roots of structural condition. In New understandings of teacher’s work (pp. 65-82). Dordrecht: Springer.
  • Kılıç, Ş. (2015). Preschool teachers’ emotional socialization responses to 4-6 Year-old Turkish preschoolers’ emotional expressions. European Journal of Research on Education, 3(1), 53-63.
  • Kızıltepe, Z. (2008). Motivation and demotivation of university teachers. Teachers and Teaching, 14(5-6), 515-530.
  • Koestler, A. (1967). The ghost in the machine. London: Hutchinson & Co.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Nikoopour, J., Farsani, M. A., Tajbakhsh, M., & Kiyaie, S. H. S. (2012). The relationship between trait emotional intelligence and self-efficacy among Iranian EFL teachers. Journal of Language Teaching and Research, 3(6), 1165-1174.
  • Sarı, H. (2005). How do principals and teachers in special schools in Turkey rate themselves on levels of burnout, job satisfaction, and locus of control? Alberta Journal of Educational Research, 51(2), 172-192.
  • Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437.
  • Schutz, P. A., Williams, M. R., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Teachers’ organization of statements related to beliefs about emotions in the classroom. In paper presented at the American educational research association, Montreal, Quebec, Canada.
  • Schutz, P. A., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37(2), 125-134.
  • Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358.
  • Sünbül, A. M. (2003). An analysis of relations among locus of control, burnout and job satisfaction in Turkish high school teachers. Australian Journal of Education, 47(1), 58-72.
  • Tabatabaei, S. O., & Farazmehr, Z. (2015). The relationship between emotional intelligence and Iranian language institute teachers’ job satisfaction. Theory and Practice in Language Studies, 5(1), 184-195.
  • Uitto, M., & Estola, E. (2009). Gender and emotions in relationships: a group of teachers recalling their own teachers. Gender and Education, 21(5), 517-530.
  • Xiaofu, P., & Qiwen, Q. (2007). An analysis of the relation between secondary school organizational climate and teacher job satisfaction. Chinese Education and Society, 40(5), 65-77.
  • Wills, E. (2009). Spirituality and subjective well-being: Evidences for a new domain in the personal well-being index. Journal of Happiness Studies, 10(1), 49-69.

The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors

Yıl 2018, Sayı: 3, 574 - 582, 01.12.2018

Öz

The purpose of this research study is to find out the impact of emotions on the well-being of the English Language Preparatory Program instructors working in private non-profit, foundation universities in İstanbul, Turkey. Specifically, this mixed method study aims to investigate the emotional well-being positive and negative emotions of the instructors, to explore to what extent year of experience affects their emotions, and lastly, to find out the reflections of the participating instructors leading to change in their emotions. The quantitative data were obtained through a Teacher Emotion Inventory TEI Scale Chen, 2016 administered to 66 EFL instructors from five different English Language Preparatory Programs ELPPs in İstanbul while the qualitative data including instructors’ opinions about their feelings were gathered from teachers’ reflections written by 28 participating instructors. The findings of the study showed that participants mostly experience positive emotions. Moreover, it was also found that the years of experience had a positive impact only on the participants’ emotions of joy. However, there were also other remarkable factors affecting instructors’ emotions and emotional well-being regarding their students, personal life and institutions. Based on the findings, recommendations to foster positive emotions in preparatory programs were provided in the study

Kaynakça

  • Bahia, S., Freire, I., Amaral, A., & Teresa Estrela, M. (2013). The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching, 19(3), 275-292.
  • Bakker, A. B. (2005). Flow among music teachers and their students: The crossover of peak experiences. Journal of Vocational Behavior, 66(1), 26-44.
  • Cenkseven-Önder, F., & Sarı, M. (2009). The quality of school life and burnout as predictors of subjective well-being among teachers. Educational Sciences: Theory and Practice, 9(3), 1223-1235.
  • Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Çubukçu, F. (2013). The significance of teachers’ academic emotions. Procedia-Social and Behavioural Sciences, 70, 649- 653.
  • Day, C., Sammons, P., & Stobart, G. (2007). Teachers matter: Connecting work, lives and effectiveness. London: McGrawHill.
  • Day, C., & Qing, G. (2009). Teacher emotions: Well-being and effectiveness. In P. A. Schutz & M. Zembylas (Eds.). Advances in teacher emotion research: The impact on teachers’ lives (pp. 15-31). New York: Springer.
  • Eren, A. (2014). Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching: A mediation analysis. Social Psychology of Education, 17(1), 73-104.
  • Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils? Teachers and Teaching: Theory and Practice, 18(4), 491-507.
  • Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
  • Grandey, A. A. (2000). Emotional regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5(1), 95-110. Retrieved from http://php.scripts.psu.edu/users/a/a/aag6/GrandeyJOHP.pdf
  • Gürsel, M., Sünbül, A. M., & Sarı, H. (2002). An analysis of burnout and job satisfaction between Turkish head teachers and teachers. European Journal of Psychology of Education, 17(1), 35-45.
  • Hagenauer, G., & Volet, S. E. (2014). “I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display. The Australian Educational Researcher, 41(3), 261-281.
  • Hagenauer, G., & Volet, S. (2014). ‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29(2), 240-262.
  • Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
  • Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions -of their interactions with students. Teaching and Teacher Education, 16(8), 811-826.
  • 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.
  • Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA: University of California Press.
  • Houser, M. L., & Waldbuesser, C. (2017). Emotional contagion in the classroom: The impact of teacher satisfaction and confirmation on perceptions of student nonverbal classroom behavior. College Teaching, 65(1), 1-8.
  • Kayıkçı, K. (2011). A conceptual framework on managing student misbehaviors and a research in primary schools in Turkey. Journal of Education Research, 5(2), 119-142.
  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995-1006.
  • Kelchtermans, G. (2011). Vulnerability in teaching: The moral and political roots of structural condition. In New understandings of teacher’s work (pp. 65-82). Dordrecht: Springer.
  • Kılıç, Ş. (2015). Preschool teachers’ emotional socialization responses to 4-6 Year-old Turkish preschoolers’ emotional expressions. European Journal of Research on Education, 3(1), 53-63.
  • Kızıltepe, Z. (2008). Motivation and demotivation of university teachers. Teachers and Teaching, 14(5-6), 515-530.
  • Koestler, A. (1967). The ghost in the machine. London: Hutchinson & Co.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Nikoopour, J., Farsani, M. A., Tajbakhsh, M., & Kiyaie, S. H. S. (2012). The relationship between trait emotional intelligence and self-efficacy among Iranian EFL teachers. Journal of Language Teaching and Research, 3(6), 1165-1174.
  • Sarı, H. (2005). How do principals and teachers in special schools in Turkey rate themselves on levels of burnout, job satisfaction, and locus of control? Alberta Journal of Educational Research, 51(2), 172-192.
  • Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437.
  • Schutz, P. A., Williams, M. R., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Teachers’ organization of statements related to beliefs about emotions in the classroom. In paper presented at the American educational research association, Montreal, Quebec, Canada.
  • Schutz, P. A., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37(2), 125-134.
  • Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358.
  • Sünbül, A. M. (2003). An analysis of relations among locus of control, burnout and job satisfaction in Turkish high school teachers. Australian Journal of Education, 47(1), 58-72.
  • Tabatabaei, S. O., & Farazmehr, Z. (2015). The relationship between emotional intelligence and Iranian language institute teachers’ job satisfaction. Theory and Practice in Language Studies, 5(1), 184-195.
  • Uitto, M., & Estola, E. (2009). Gender and emotions in relationships: a group of teachers recalling their own teachers. Gender and Education, 21(5), 517-530.
  • Xiaofu, P., & Qiwen, Q. (2007). An analysis of the relation between secondary school organizational climate and teacher job satisfaction. Chinese Education and Society, 40(5), 65-77.
  • Wills, E. (2009). Spirituality and subjective well-being: Evidences for a new domain in the personal well-being index. Journal of Happiness Studies, 10(1), 49-69.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Buse Aral Bu kişi benim

Enisa Mede Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 3

Kaynak Göster

APA Aral, B., & Mede, E. (2018). The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors. Yükseköğretim Ve Bilim Dergisi(3), 574-582.
AMA Aral B, Mede E. The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors. J Higher Edu Sci. Aralık 2018;(3):574-582.
Chicago Aral, Buse, ve Enisa Mede. “The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors”. Yükseköğretim Ve Bilim Dergisi, sy. 3 (Aralık 2018): 574-82.
EndNote Aral B, Mede E (01 Aralık 2018) The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors. Yükseköğretim ve Bilim Dergisi 3 574–582.
IEEE B. Aral ve E. Mede, “The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors”, J Higher Edu Sci, sy. 3, ss. 574–582, Aralık 2018.
ISNAD Aral, Buse - Mede, Enisa. “The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors”. Yükseköğretim ve Bilim Dergisi 3 (Aralık 2018), 574-582.
JAMA Aral B, Mede E. The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors. J Higher Edu Sci. 2018;:574–582.
MLA Aral, Buse ve Enisa Mede. “The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors”. Yükseköğretim Ve Bilim Dergisi, sy. 3, 2018, ss. 574-82.
Vancouver Aral B, Mede E. The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors. J Higher Edu Sci. 2018(3):574-82.