Investigation of secondary school mathematics teachers' emotional states of teaching and their sensitivity towards teaching profession according to their personality types

Teaching, which involves emotional experiences that can range from joy to anger, can essentially be described as an emotional effort. Since mathematics is a course that contains more prejudices than other courses, the emotions experienced in the learning environment during the mathematics teaching process are of great importance for the efficiency and effectiveness of the course. At the same time, teachers' sensitivity towards the teaching profession and their personality types also affect their teaching emotional states and therefore the efficiency of the teaching process. In this study, it was aimed to examine the teaching emotional states of secondary school mathematics teachers and their sensitivity towards the teaching profession according to their personality types. The survey model, which is a quantitative research method, was used in the study, whose sample consisted of 154 secondary school mathematics teachers. While collecting data, the Personal Information Form, Teaching Mood Scale, Sensitivity Scale towards the Teaching Profession, and Type A and Type B Personality Scale were applied to the participants. Data analysis was done with SPSS program. Descriptive statistics, t-test for independent samples and one-way analysis of variance (One-way ANOVA) techniques were used to analyze the data. According to the results of the research, secondary school mathematics teachers experience positive emotions more than negative emotions. However, teachers with type A personality traits experience a greater sense of pride than teachers with type B personality traits, and they are more likely to think that the teaching profession is a respectable profession. In order for teachers to be more effective in the teaching environment, more suitable educational environments and trainings should be organized for teachers. In addition, it was suggested that qualitative studies should be conducted to learn teachers' emotions more sincerely and accurately.