Examination of science teachers' teaching emotions

Emotion is an important factor affecting people's lives in many ways including their job performance. For this reason, emotions of teachers who shape children's future in the classroom environment have become very important in educational research. Emotions that teachers experience during their instructional activities are called as instructional emotions. In this study, it was aimed to examine science teachers' instructional emotions and its relations with demographics variables including gender, age and professional experience and school based variables including school location, socio-economic status of the school, weekly lesson hours, weekends lessons and class size. The sample of the study consisted of 185 science teachers working at 40 middle schools, both public and private in Muğla Provincial Directorate of National Education in the first semester of the 2019-2020 academic year. In the study, data were collected using the Personal Information Form and the Teachers' Instructional Emotion Scale. In descriptive analysis to determine the instructional emotions of science teachers, mean and standard deviation were used while "Mann Whitney U" and "Kruskal Wallis H" tests, which are nonparametric tests, were used to determine relational findings since the data did not show normal distribution. As a result of the analysis, it was determined that teachers reported to have low frustration, anger, and anxiety whereas a high level of enjoyment, hope and pride. Science teachers' positive emotions, such as pride, enjoyment, and hope, have a higher average than negative emotions anger, anxiety, and frustration. In terms of gender, it was found that men had a higher emotion of hope than did women. Significant differences were found in some dimensions of instructional emotion in terms of age, their experience, school location and the socioeconomic status of the school whereas no difference was found based weekly course hours, weekend hours and class size.