French Validation of the Teacher Emotion Scale (TES-FR)
Catherine Audrin et al.
Abstract
Abstract: The aim of this study is to propose a French validation of the Teacher Emotion Scale (TES-FR), a self-reported measure of teacher’s emotions (anxiety, anger, and joy). We collected data on two independent samples of teachers (pre- and in service). In Study 1 ( N = 668), exploratory and confirmatory factor analyses supported a three-factor solution representing the three emotions of the TES-FR. In addition, correlation and network analyses revealed that the TES-FR scores were related to teachers’ perceived competence, the importance is they allow to teach, and their interest in the profession. In Study 2 ( N = 249), we performed a confirmatory factor analysis (CFA), which was followed by a structural equation model (SEM) testing how teachers’ perceptions regarding (1) students’ engagement, (2) instruction clarity, and (3) classroom management predicted their emotions. This article supports the three-factor structure proposed in the original version of the TES ( Frenzel et al., 2016 ) and further highlights a good internal consistency and external validity of the TES-FR in preservice and in-service teachers.
2 citations
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.25 × 0.4 = 0.10 |
| M · momentum | 0.55 × 0.15 = 0.08 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.