Examining the relationship between primary school teachers' professional identity formation and emotions

This research aimed to examine the relationship between classroom teachers' professional identity formations and their emotions. The research was based on the relational design, one of the quantitative research approach designs. The sample of the study consists of 281 classroom teachers working in Bingöl in the 2023-2024 academic year. The Classroom Teacher's Professional Identity Formation/Construction Context Scale and the Positive and Negative Affect Scale (PANAS) were used as data collection tools in the study. The data collection process was carried out in two stages, fifteen days apart. In the second stage, data was collected from each classroom teacher from whom data was collected in the first stage, fifteen days later, using the same data collection tools. Statistical Program for Social Sciences 29 (SPSS 29) and R Analysis Program were used to analyze the collected data. Independent Samples t test, Single Factor Analysis of Variance, and Pearson Correlation analyzes were performed for analyses. The research revealed that there was a moderate positive relationship between primary school teachers' professional identity formations and their emotions. During the 15-day period between the two stages of the data collection process, it was revealed that there was a significant difference between the professional identity formations of the classroom teachers, and even if there was a statistical difference in their emotions, there was no significant difference. It has been revealed that female primary school teachers have a higher average in terms of professional identity formation than male primary school teachers. Regarding the emotions of primary school teachers, it has been revealed that there is no difference between the emotions of male and female primary school teachers. In the study, when the professional identity formations of primary school teachers were examined according to the variables of age, grade taught and professional seniority, it was revealed that there was no significant difference. It has been concluded that there is no significant difference between the emotions of primary school teachers according to the variables of age, grade taught and professional seniority. It has been concluded that the professional identities of primary school teachers continue to be formed by constantly changing in the process. There is a moderate positive relationship between primary school teachers' professional identity formations and their emotions. Based on the moderate relationship between primary school teachers' professional identity formations and their emotions, supporting studies can be conducted on emotional states. This issue can be addressed with longitudinal studies or mixed methods research to be examined more comprehensively. Since primary school teachers' professional identity formation continues continuously, supportive studies can be carried out for primary school teachers' professional identity formation.