Instructional emotions of teachers and their perceived adaptive performances

The aim of this research is to find out the opinions of teachers on their instructional emotions and their perceived adaptive performances, to determine whether the opinions of these teachers differ according to certain variables such as gender, level of education, field, occupational seniority, age, marital status, location of the school and to determine whether there is a relationship between instructional emotions of teachers and their perceived adaptive performances. The universe of the research conducted with the relational screening model consisted of the teachers (n=1099) who worked in the state secondary schools (n=66) located in the central and all districts of Bolu province in the academic year of 2017-2018. The research was carried out on the universe and all schools in the universe were reached and 732 of the returned scales were evaluated. "Personal Information Form", "Teachers' Instructional Emotions Scale" and "Teachers' Perceived Adaptive Performance Scale" were used as data collection tools in the research. The collected data were analyzed using the SPSS 22.0 program. In this study, in order to determine the opinions of the teachers on their instructional emotions and perceived adaptive performances, the arithmetic mean and the standard deviation of the scores obtained from the scales were examined. The Kolmogorov-Smirnov test was used to test the normality of the distribution of the data and the values of skewness and kurtosis of the data were examined and then the significance value was interpreted. By examining the skewness and kurtosis values, it was determined that the data did not show a normal distribution for all variables so the analyses were made using non-parametric tests. The Mann-Whitney U test was used to determine teachers' opinions about their instructional emotions and their perceptions of adaptive performance according to gender, level of education, and marital status variables and Kruskal-Wallis H test analysis techniques were used to determine these according to the field, occupational seniority, age and location of the school. Mann-Whitney U and Kruskal-Wallis H tests were used to calculate the effect size for the significantly different variables. In the research, Spearman Rho Correlation Coefficient analysis was performed to determine whether there is a relationship among the dimensions of Anxiety, Pride, Enjoyment, Anger, Hope and Frustration, which are evaluated as teachers' instructional emotions and Handling Unexpected Situations, Interpersonal and Cultural Adaptability, Inability to Cope with Problems, which are assessed as Teachers' Perceived Adaptive Performances and teachers' cumulative performance scale. The results were evaluated at the significance level of p=.05. The results of the research are summarized below: Teachers' views on instructional emotions were found "I certainly do not agree" in the dimension of Anxiety, "I agree" in the dimension of Pride, "I totally agree" in the dimensions of Enjoyment and Hope and "I do not agree" in the dimension of Anger and Frustration. Significant differences were found in the opinions of the teachers regarding their emotional states: These are in the dimension of Enjoyment according to the gender variable; in the dimension of Pride, Anger and Frustration according to the level of education variable; in the dimension of Pride according to the field variable; in the dimension of Anger according to the variables of occupational seniority, age and the location of the school. However, no significant difference was found in teachers' opinions about these emotional states according to the marital status variable. The opinions of the teachers about teachers' perceived adaptive performance were reached as "frequently" in the dimension of Handling Unexpected Situations, "always" in the level of Interpersonal and Cultural Adaptability and in the Perceived Adaptive Performance Scale and "rarely" in the dimension of Inability to Cope with Problems. A significant difference was found in teachers' opinions about their perceived adaptive performances according to gender variable in the dimensions of Interpersonal and Cultural Adaptability and Handling Unexpected Situations; according to level of education variable significant difference was found in the dimension of Handling Unexpected Situations regarding their perceived adaptive performances; according to the variables of occupational seniority, age and marital status significant difference was found in the opinions of teachers regarding their perceived adaptive performances in the dimensions of Handling Unexpected Situations and the sum of teachers' perceived adaptive performance scales; according to the variable of the location of the school, a significant difference was found in the dimensions of Interpersonal and Cultural Adaptability and Inability to Cope with Problems and the sum of teachers' perceived adaptive performance scales in the opinions of teachers regarding their perceived adaptive performances, but according to field variable no significant difference was found in teachers' opinions regarding their perceived adaptive performances. A moderate, negative, significant relation was found between the dimensions of Anxiety together with Handling Unexpected Situations and the sum of Teachers' Perceived Adaptive Performance Scales; a low, negative, significant relation was found between the dimensions of Anxiety and Interpersonal and Cultural Adaptability; a moderate, positive, significant relation was discovered between Anxiety and Inability to Cope with Problems. It was determined that there is a moderate, positive, significant relation between the dimensions of Pride and Handling Unexpected Situations and the sum of Teachers' Perceived Adaptive Performance Scales; a low, positive, significant relation between the dimensions of Pride and Interpersonal and Cultural Adaptability; a low, negative, significant relation between the dimensions of Pride and Inability to Cope with Problems. There was found a moderate, positive, significant relation between the dimensions of Enjoyment and Handling Unexpected Situations, Interpersonal and Cultural Adaptability and the sum of Teachers' Perceived Adaptive Performance Scales; besides a low, negative, significant relation between the dimensions of Enjoyment and Inability to Cope with Problems. It was observed that there is a moderate, negative, significant relation between the dimensions of Anger and Handling Unexpected Situations and the sum of Teachers' Perceived Adaptive Performance Scales; a low, negative, significant relation between the dimensions of Anger and Interpersonal and Cultural Adaptability; and a moderate, positive, significant relation between the dimensions of Anger and Hope and Inability to Cope with Problems. A moderate, positive, significant relation was observed between the dimensions of Hope and Handling Unexpected Situations, Interpersonal and Cultural Adaptability and the sum of Teachers' Perceived Adaptive Performance Scales; and a low, negative, significant relation was found between the dimensions of Hope and Inability to Cope with Problems. There is a moderate, negative, significant relation between the dimensions of Frustration and Handling Unexpected Situations, Interpersonal and Cultural Adaptability and the sum of Teachers' Perceived Adaptive Performance Scale; and there exists a moderate, positive, significant relation between the dimensions of Frustration and Inability to Cope with Problems. Keywords: Emotion, Instructional Emotions, Performance, Adaptive Performance, Teacher.