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Year 2021, Volume 8, Issue 2, 192 - 205, 30.06.2021
https://doi.org/10.33200/ijcer.900776

Abstract

References

  • Akan, Ş., & Barışkın, E. (2018). Conditions and scenarios eliciting emotions of disgust, anger, shame, sadness and happiness. Turkish Journal of Psychology, 33(82), 15–19. https://doi.org/10.31828/tpd.13004433.2018.82.02.01
  • Anyiendah, M. S. (2017). Challenges faced by teachers when teaching English in public primary schools in Kenya. Frontiers in Education, 2(13), 1–15. https://doi.org/10.2167/le684.0
  • Atmaca, Ç., Rızaoğlu, F., Türkdoğan, T., & Yaylı, D. (2020). An emotion focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90(1), 1–13. https://doi.org/10.1016/j.tate.2020.103025
  • Baluyos, G. R., Rivera, H. L., & Baluyos, E. L. (2019). Teachers’ job satisfaction and work performance. Open Journal of Social Sciences, 7, 206–221. https://doi.org/10.4236/jss.2019.78015
  • Bledow, R., & Schmitt, A. (2008). Work engagement as a dynamic process: The interplay between events, emotions, and resources. In Poster presented at the Conference of the Society of Industrial and Organizational Psychology 2008, San Francisco, CA.
  • Buonomo, I., Fiorilli, C., & Benevene, P. (2020). Unravelling teacher job satisfaction: The contribution of collective efficacy and emotions towards professional role. International Journal of Environmental Research and Public Health, 17(3). https://doi.org/10.3390/ijerph17030736
  • Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68–77. https://doi.org/10.1016/j.tate.2016.01.001
  • Chen, J. (2019a). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology, 89(1), 57–74. https://doi.org/10.1111/bjep.12220
  • Chen, J. (2019b). Teacher emotions in their professional lives: implications for teacher development. Asia-Pacific Journal of Teacher Education, 1–17. https://doi.org/10.1080/1359866X.2019.1669139
  • Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2016). Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6), 788–799. https://doi.org/10.1037/edu0000088
  • Creswell, J. W. (1999). Mixed-method research: Introduction and application. In G. Cizek (Ed.), Handbook of Educational Policy (1st Edition, pp. 455–470). Academic Press.
  • Crisci, A., Sepe, E., & Malafronte, P. (2019). What influences teachers’ job satisfaction and how to improve, develop and reorganize the school activities associated with them. Quality and Quantity, 53(5), 2403–2419. https://doi.org/10.1007/s11135-018-0749-y
  • Daniels, D., & Strauss, E. (2010). Mostly I’m driven to tears, and feeling totally unappreciated: Exploring the emotional wellness of high school teachers. Procedia - Social and Behavioral Sciences, 9, 1385–1393. https://doi.org/10.1016/j.sbspro.2010.12.339
  • De Costa, P. I., Li, W., & Rawal, H. (2018). Language teacher emotions. In J. de D. M. Agudo (Ed.), Emotions in Second Language Teaching Theory, Research and Teacher Education (pp. 91–108). Springer Netherlands. https://doi.org/10.1007/978-981-13-1179-6_262-1
  • Demirtaş, Z. (2010). Teacher’s job satisfaction levels. Procedia - Social and Behavioral Sciences, 9, 1069–1073. https://doi.org/10.1016/j.sbspro.2010.12.287
  • Ersan, C., & Tok, Ş. (2020). The study of the aggression levels of preschool children in terms of emotion expression and emotion regulation. Education and Science, 45(201), 359–391. https://doi.org/10.1038/120105a0
  • Fraenkell, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th edition). New York: McGraw-Hill.
  • Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Dırksen, T. L., Beeker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The teacher emotions scales (TES). Contemporary Educational Psychology, 148–163. https://doi.org/10.1017/CBO9781107415324.004
  • Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415–441.
  • Hagenauer, G., Hascher, T., & Simone E . Volet. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology, 30(4), 385–403. https://doi.org/10.1007/sl0212-015-0250-0
  • Ignat, A. A., & Clipa, O. (2012). Teachers’ satisfaction with life, job satisfaction and their emotional intelligence. Procedia - Social and Behavioral Sciences, 33(December), 498–502. https://doi.org/10.1016/j.sbspro.2012.01.171
  • Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits - self-esteem, generalized self-efficacy, locus of control, and emotional stability - with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80–92. https://doi.org/10.1037/0021-9010.86.1.80
  • King, R. B., & Chen, J. (2019). Emotions in education: Asian insights on the role of emotions in learning and teaching. Asia-Pacific Education Researcher, 28(4), 279–281. https://doi.org/10.1007/s40299-019-00469-x
  • Kocabaş-Gedik, P., & Ortaçtepe Hart, D. (2020). “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity and Education, 1–15. https://doi.org/10.1080/15348458.2020.1726756.
  • Koh, E. ., & Owen, W. . (2000). Descriptive research and qualitative research. In Introduction to Nutrition and Health Research (pp. 219–248). Springer.
  • Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 3(1), 83–86. http://jeteraps.scholarlinkresearch.com/articles/Grounded Theory and the Constant Comparative Method.pdf
  • Lavy, S., & Eshet, R. (2018). Spiral effects of teachers’ emotions and emotion regulation strategies: Evidence from a daily diary study. Teaching and Teacher Education, 73, 151–161. https://doi.org/10.1016/j.tate.2018.04.001
  • Li, M., Pérez-Díaz, P. A., Mao, Y., & Petrides, K. V. (2018). A multilevel model of teachers’ job performance: Understanding the effects of trait emotional intelligence, job satisfaction, and organizational trust. Frontiers in Psychology, 9, 1–13. https://doi.org/10.3389/fpsyg.2018.02420
  • Nalipay, M. J. N., Mordeno, I. G., Semilla, J. roel B., & Frondozo, C. E. (2019). Implicit beliefs about teaching ability, teacher emotions, and teaching satisfaction. Asia-Pacific Education Researcher, 28(4), 313–325. https://doi.org/10.1007/s40299-019-00467-z
  • Parveen, H., & Bano, M. (2019). Relationship between teachers’ stress and job satisfaction: Moderating role of teachers’ emotions. Pakistan Journal of Psychological Research, 34(2), 353–366. https://doi.org/10.33824/pjpr.2019.34.2.19.
  • 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.
  • Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48.
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 95–105. https://doi.org/10.1207/S15326985EP3702.
  • Pepe, A., Addimando, L., & Veronese, G. (2017). Measuring teacher job satisfaction: Assessing invariance in the teacher job satisfaction scale (TJSS) across six countries. Europe’s Journal of Psychology, 13(3), 396–416. https://doi.org/10.5964/ejop.v13i3.1389
  • Rodrigo-Ruiz, D. (2016). Effect of teachers’ emotions on their students: Some evidence. Journal of Education & Social Policy, 3(4), 73–79.
  • Sahito, Z., & Vaisanen, P. (2020). A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job. Review of Education, 8(1), 3–34. https://doi.org/10.1002/rev3.3159
  • Saiti, A., & Papadopoulos, Y. (2015). School teachers’ job satisfaction and personal characteristics: A quantitative research study in Greece. International Journal of Educational Management, 29(1), 73–97. https://doi.org/10.1108/IJEM-05-2013-0081
  • Saunders, R. (2012). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14(3), 303–333. https://doi.org/10.1007/s10833-012-9195-0
  • Schoonenboom, J., & Johnson, R. B. (2017). Wie man ein mixed methods-forschungs-design konstruiert. Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie, 69, 107–131. https://doi.org/10.1007/s11577-017-0454-1
  • Schutz, P. A., & Lee, M. (2014). Teacher emotion, emotional labor and teacher identity. Utrecht Studies in Language & Communication, 27, 169–186. https://doi.org/10.1163/9789401210485_011
  • Šedová, K., Šalamounová, Z., Švaříček, R., & Sedláček, M. (2017). Teachers’ emotions in teacher development: Do they matter? Studia Paedagogica, 22(4), 77–110. https://doi.org/10.5817/SP2017-4-5
  • Songbatumis, A. M. (2017). Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia. Journal of Foreign Languange Teaching and Learning, 2(2). https://doi.org/10.18196/ftl.2223
  • Spector, P. E. (1997). Job satisfaction: Application, assessment, cause and consequences. California: SAGE Publications.
  • Stephanou, G., Gkavras, G., & Doulkeridou, M. (2013). The role of teachers’ self- and collective-efficacy beliefs on their job satisfaction and experienced emotions in school. Psychology, 04(03), 268–278. https://doi.org/10.4236/psych.2013.43a040
  • Tabancalı, E. (2016). The Relationship between teachers’ job satisfaction and loneliness at the workplace. Eurasian Journal of Educational Research, 16(66), 263–280. https://doi.org/10.14689/ejer.2016.66.15
  • Thomas, D. (2014). Love as a replacement for fear in the workplace. Emerging Leadership Journeys, 7(1), 27–33.
  • Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 1–27. https://doi.org/10.1080/00131911.2019.1705247
  • Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607–621. https://doi.org/10.1007/s11251-011-9192-3
  • Tsounis, A., & Sarafis, P. (2018). Validity and reliability of the Greek translation of the Job Satisfaction Survey (JSS). BMC Psychology, 6(1), 7–12. https://doi.org/10.1186/s40359-018-0241-4
  • van Saane, N., Sluiter, J. K., Verbeek, J. H. A. M., & Frings-Dresen, M. H. W. (2003). Reliability and validity of instruments measuring job satisfaction - A systematic review. Occupational Medicine, 53(3), 191–200. https://doi.org/10.1093/occmed/kqg038
  • Yelboga, A. (2009). Validity and reliability of the Turkish version of the Job Satisfaction Survey (JSS). World Applied Sciences Journal, 6(8), 1066–1072.
  • Yucel, I., & Bektas, C. (2012). Job satisfaction, organizational commitment and demographic characteristics among teachers in Turkey: Younger is better? Procedia - Social and Behavioral Sciences, 46, 1598–1608. https://doi.org/10.1016/j.sbspro.2012.05.346

The Role of Job Satisfaction in Predicting Teacher Emotions: A Study on English Language Teachers

Year 2021, Volume 8, Issue 2, 192 - 205, 30.06.2021
https://doi.org/10.33200/ijcer.900776

Abstract

This study aimed at investigating teacher job satisfaction as a predictor of teacher emotions. To this end, in a mixed method study, data were collected via the Job Satisfaction Survey and Teacher Emotions Inventory from 2,013 English language teachers across Turkey in addition to qualitative data collected from 145 teachers. By conducting statistical correlation and regression analysis, the findings revealed that job satisfaction correlated positively with teacher emotions, including negative ones. Also, contrary to the common understanding, it was found that job satisfaction is a predictor of negative emotions in terms of sadness, anger, and fear, indicating that schools as the workplace of teachers cause interplay of emotions under similar conditions. Negative emotions, particularly the fear dimension, exhibit a bidirectional feature in motivating teachers to a certain extent, thus increasing job satisfaction. It is concluded that job satisfaction involves not only positive but negative emotions, too since they are experienced in a temporal way. 

References

  • Akan, Ş., & Barışkın, E. (2018). Conditions and scenarios eliciting emotions of disgust, anger, shame, sadness and happiness. Turkish Journal of Psychology, 33(82), 15–19. https://doi.org/10.31828/tpd.13004433.2018.82.02.01
  • Anyiendah, M. S. (2017). Challenges faced by teachers when teaching English in public primary schools in Kenya. Frontiers in Education, 2(13), 1–15. https://doi.org/10.2167/le684.0
  • Atmaca, Ç., Rızaoğlu, F., Türkdoğan, T., & Yaylı, D. (2020). An emotion focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90(1), 1–13. https://doi.org/10.1016/j.tate.2020.103025
  • Baluyos, G. R., Rivera, H. L., & Baluyos, E. L. (2019). Teachers’ job satisfaction and work performance. Open Journal of Social Sciences, 7, 206–221. https://doi.org/10.4236/jss.2019.78015
  • Bledow, R., & Schmitt, A. (2008). Work engagement as a dynamic process: The interplay between events, emotions, and resources. In Poster presented at the Conference of the Society of Industrial and Organizational Psychology 2008, San Francisco, CA.
  • Buonomo, I., Fiorilli, C., & Benevene, P. (2020). Unravelling teacher job satisfaction: The contribution of collective efficacy and emotions towards professional role. International Journal of Environmental Research and Public Health, 17(3). https://doi.org/10.3390/ijerph17030736
  • Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68–77. https://doi.org/10.1016/j.tate.2016.01.001
  • Chen, J. (2019a). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology, 89(1), 57–74. https://doi.org/10.1111/bjep.12220
  • Chen, J. (2019b). Teacher emotions in their professional lives: implications for teacher development. Asia-Pacific Journal of Teacher Education, 1–17. https://doi.org/10.1080/1359866X.2019.1669139
  • Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2016). Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6), 788–799. https://doi.org/10.1037/edu0000088
  • Creswell, J. W. (1999). Mixed-method research: Introduction and application. In G. Cizek (Ed.), Handbook of Educational Policy (1st Edition, pp. 455–470). Academic Press.
  • Crisci, A., Sepe, E., & Malafronte, P. (2019). What influences teachers’ job satisfaction and how to improve, develop and reorganize the school activities associated with them. Quality and Quantity, 53(5), 2403–2419. https://doi.org/10.1007/s11135-018-0749-y
  • Daniels, D., & Strauss, E. (2010). Mostly I’m driven to tears, and feeling totally unappreciated: Exploring the emotional wellness of high school teachers. Procedia - Social and Behavioral Sciences, 9, 1385–1393. https://doi.org/10.1016/j.sbspro.2010.12.339
  • De Costa, P. I., Li, W., & Rawal, H. (2018). Language teacher emotions. In J. de D. M. Agudo (Ed.), Emotions in Second Language Teaching Theory, Research and Teacher Education (pp. 91–108). Springer Netherlands. https://doi.org/10.1007/978-981-13-1179-6_262-1
  • Demirtaş, Z. (2010). Teacher’s job satisfaction levels. Procedia - Social and Behavioral Sciences, 9, 1069–1073. https://doi.org/10.1016/j.sbspro.2010.12.287
  • Ersan, C., & Tok, Ş. (2020). The study of the aggression levels of preschool children in terms of emotion expression and emotion regulation. Education and Science, 45(201), 359–391. https://doi.org/10.1038/120105a0
  • Fraenkell, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th edition). New York: McGraw-Hill.
  • Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Dırksen, T. L., Beeker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The teacher emotions scales (TES). Contemporary Educational Psychology, 148–163. https://doi.org/10.1017/CBO9781107415324.004
  • Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415–441.
  • Hagenauer, G., Hascher, T., & Simone E . Volet. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology, 30(4), 385–403. https://doi.org/10.1007/sl0212-015-0250-0
  • Ignat, A. A., & Clipa, O. (2012). Teachers’ satisfaction with life, job satisfaction and their emotional intelligence. Procedia - Social and Behavioral Sciences, 33(December), 498–502. https://doi.org/10.1016/j.sbspro.2012.01.171
  • Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits - self-esteem, generalized self-efficacy, locus of control, and emotional stability - with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80–92. https://doi.org/10.1037/0021-9010.86.1.80
  • King, R. B., & Chen, J. (2019). Emotions in education: Asian insights on the role of emotions in learning and teaching. Asia-Pacific Education Researcher, 28(4), 279–281. https://doi.org/10.1007/s40299-019-00469-x
  • Kocabaş-Gedik, P., & Ortaçtepe Hart, D. (2020). “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity and Education, 1–15. https://doi.org/10.1080/15348458.2020.1726756.
  • Koh, E. ., & Owen, W. . (2000). Descriptive research and qualitative research. In Introduction to Nutrition and Health Research (pp. 219–248). Springer.
  • Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 3(1), 83–86. http://jeteraps.scholarlinkresearch.com/articles/Grounded Theory and the Constant Comparative Method.pdf
  • Lavy, S., & Eshet, R. (2018). Spiral effects of teachers’ emotions and emotion regulation strategies: Evidence from a daily diary study. Teaching and Teacher Education, 73, 151–161. https://doi.org/10.1016/j.tate.2018.04.001
  • Li, M., Pérez-Díaz, P. A., Mao, Y., & Petrides, K. V. (2018). A multilevel model of teachers’ job performance: Understanding the effects of trait emotional intelligence, job satisfaction, and organizational trust. Frontiers in Psychology, 9, 1–13. https://doi.org/10.3389/fpsyg.2018.02420
  • Nalipay, M. J. N., Mordeno, I. G., Semilla, J. roel B., & Frondozo, C. E. (2019). Implicit beliefs about teaching ability, teacher emotions, and teaching satisfaction. Asia-Pacific Education Researcher, 28(4), 313–325. https://doi.org/10.1007/s40299-019-00467-z
  • Parveen, H., & Bano, M. (2019). Relationship between teachers’ stress and job satisfaction: Moderating role of teachers’ emotions. Pakistan Journal of Psychological Research, 34(2), 353–366. https://doi.org/10.33824/pjpr.2019.34.2.19.
  • 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.
  • Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48.
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 95–105. https://doi.org/10.1207/S15326985EP3702.
  • Pepe, A., Addimando, L., & Veronese, G. (2017). Measuring teacher job satisfaction: Assessing invariance in the teacher job satisfaction scale (TJSS) across six countries. Europe’s Journal of Psychology, 13(3), 396–416. https://doi.org/10.5964/ejop.v13i3.1389
  • Rodrigo-Ruiz, D. (2016). Effect of teachers’ emotions on their students: Some evidence. Journal of Education & Social Policy, 3(4), 73–79.
  • Sahito, Z., & Vaisanen, P. (2020). A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job. Review of Education, 8(1), 3–34. https://doi.org/10.1002/rev3.3159
  • Saiti, A., & Papadopoulos, Y. (2015). School teachers’ job satisfaction and personal characteristics: A quantitative research study in Greece. International Journal of Educational Management, 29(1), 73–97. https://doi.org/10.1108/IJEM-05-2013-0081
  • Saunders, R. (2012). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14(3), 303–333. https://doi.org/10.1007/s10833-012-9195-0
  • Schoonenboom, J., & Johnson, R. B. (2017). Wie man ein mixed methods-forschungs-design konstruiert. Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie, 69, 107–131. https://doi.org/10.1007/s11577-017-0454-1
  • Schutz, P. A., & Lee, M. (2014). Teacher emotion, emotional labor and teacher identity. Utrecht Studies in Language & Communication, 27, 169–186. https://doi.org/10.1163/9789401210485_011
  • Šedová, K., Šalamounová, Z., Švaříček, R., & Sedláček, M. (2017). Teachers’ emotions in teacher development: Do they matter? Studia Paedagogica, 22(4), 77–110. https://doi.org/10.5817/SP2017-4-5
  • Songbatumis, A. M. (2017). Challenges in teaching English faced by English teachers at MTsN Taliwang, Indonesia. Journal of Foreign Languange Teaching and Learning, 2(2). https://doi.org/10.18196/ftl.2223
  • Spector, P. E. (1997). Job satisfaction: Application, assessment, cause and consequences. California: SAGE Publications.
  • Stephanou, G., Gkavras, G., & Doulkeridou, M. (2013). The role of teachers’ self- and collective-efficacy beliefs on their job satisfaction and experienced emotions in school. Psychology, 04(03), 268–278. https://doi.org/10.4236/psych.2013.43a040
  • Tabancalı, E. (2016). The Relationship between teachers’ job satisfaction and loneliness at the workplace. Eurasian Journal of Educational Research, 16(66), 263–280. https://doi.org/10.14689/ejer.2016.66.15
  • Thomas, D. (2014). Love as a replacement for fear in the workplace. Emerging Leadership Journeys, 7(1), 27–33.
  • Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 1–27. https://doi.org/10.1080/00131911.2019.1705247
  • Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607–621. https://doi.org/10.1007/s11251-011-9192-3
  • Tsounis, A., & Sarafis, P. (2018). Validity and reliability of the Greek translation of the Job Satisfaction Survey (JSS). BMC Psychology, 6(1), 7–12. https://doi.org/10.1186/s40359-018-0241-4
  • van Saane, N., Sluiter, J. K., Verbeek, J. H. A. M., & Frings-Dresen, M. H. W. (2003). Reliability and validity of instruments measuring job satisfaction - A systematic review. Occupational Medicine, 53(3), 191–200. https://doi.org/10.1093/occmed/kqg038
  • Yelboga, A. (2009). Validity and reliability of the Turkish version of the Job Satisfaction Survey (JSS). World Applied Sciences Journal, 6(8), 1066–1072.
  • Yucel, I., & Bektas, C. (2012). Job satisfaction, organizational commitment and demographic characteristics among teachers in Turkey: Younger is better? Procedia - Social and Behavioral Sciences, 46, 1598–1608. https://doi.org/10.1016/j.sbspro.2012.05.346

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Ali ERARSLAN (Primary Author)
Alanya Alaaddin Keykubat University, Faculty of Education, Department of English Language Teaching
0000-0003-2536-6044
Türkiye

Publication Date June 30, 2021
Published in Issue Year 2021, Volume 8, Issue 2

Cite

APA Erarslan, A. (2021). The Role of Job Satisfaction in Predicting Teacher Emotions: A Study on English Language Teachers . International Journal of Contemporary Educational Research , 8 (2) , 192-205 . DOI: 10.33200/ijcer.900776

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