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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2014 / Cilt: 29 Sayı: 29-1

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Teachers' Emotional Expression in the Classroom

Simona PROSEN
Helena Smrtnik VITULIC
Olga PoljŠak ŠKRABAN
Pages
226–237
Publication Date
2014-07-23
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The teacher-pupils interactions were more functional for joy than for anger.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study focused on teachers’ emotional expressions in classrooms.
📊
Key Findings & Data:Observations were done on 108 teachers in 93 primary schools from various regions in Slovenia.
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Conclusion & Impact:The teacher-pupils interactions were more functional for joy than for anger.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Duygu · duygusal ifade · duygusal işlevsellik

Abstract

The study focused on teachers’ emotional expressions in classrooms. Teachers’ emotions were observed by primary education students during their practical work experience. They used a scheme constructed for observing different aspects of emotions. Observations were done on 108 teachers in 93 primary schools from various regions in Slovenia. Data were categorised and analysed using the descriptive statistics and t-test for comparing the intensity of pleasant and unpleasant emotions. The results have shown that primary school teachers expressed various pleasant and unpleasant emotions, with the unpleasant ones prevailing. The intensity of expressed emotions was moderate, the pleasant emotions being more intense than unpleasant ones. Teachers expressed emotions non-verbally through facial expression, gestures and tone of voice. Joy and anger, as two of the most frequently expressed emotions, were analysed with regard to their verbal expressions by teachers’ and the pupils’ response to them. Compared to joy, anger had more forms of expression, and also pupil responses were more diverse. The teacher-pupils interactions were more functional for joy than for anger.

Özet

Çalışma sınıflarda öğretmenlerin duygusal ifadelerine odaklıdır. Öğretmenlerin hisleri pratik çalışma tecrübeleri sırasında temel eğitim öğrencilerince gözlemlenmiştir. Onlar duyguların farklı yönlerini gözlemlemek için yapılmış bir düzeni kullandılar. Gözlemler Slovenya'nın çeşitli bölgelerinden gelen 93 ilköğretim okulunda 108 öğretmen üzerinde yapılmıştır. Veriler hoş ve hoş olmayan duyguların yoğunluğunu karşılaştırmak için tanımlayıcı istatistikler ve t-testi kullanılarak kategorize ve analiz edildi. Sonuçlar ilkokul öğretmenlerinin sevilmeyenlerle çeşitli hoş ve hoş olmayan duygular ifade ettiğini göstermiştir. İfade edilen duyguların yoğunluğu hoş duygular tatsız olanlardan daha yoğun olurken, ılımlı oldu. Öğretmenler yüz ifadesi, jest ve ses tonu ile sözel olmayan duyguları dile getirdi. Sevinç ve öfke, en sık dile getirilen duyguların ikilisi olarak, öğretmen ve öğrencilerin kendilerine verdiği yanıt ile kendi sözel ifadeleri açısından analiz edildi. Sevinç ile karşılaştırıldığında, öfkenin daha fazla ifade biçimleri vardı, ve aynı zamanda ilkokul öğrencilerinin tepkileri daha farklı idi. Öğretmen-öğrenci etkileşimleri öfkeden ziyade sevinç için daha fazla işlevseldi.

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Cite This Article

PROSEN, S., VITULIC, H. S., ŠKRABAN, O. P. (2014). -. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 29 Sayı: 29-1, 226–237. https://ajindex.com/articles/973438

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