Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)

By A. Frenzel, Reinhard Pekrun, Thomas Goetz, Lia M. Daniels, Tracy L. Durksen, Betty Becker-Kurz, Robert M. Klassen. 2016

379 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7f70ff24fce849537ca7e25ed721cd0330cb2159

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Thomas Goetz
2. A. Frenzel
3. Reinhard Pekrun
4. M. Keller
5. I. Burić
6. E. Becker
7. Junjun Chen
8. O. Lüdtke

In Social Psychology

1. Thomas Goetz
2. Reinhard Pekrun
3. A. Frenzel
4. O. Lüdtke
5. Junjun Chen
6. E. Becker
7. Kristina Loderer
8. I. Burić

Citations in the corpus

• Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment (2017, background): “…positive emotions in the classroom, however, is crucial not only for students but also for teachers: Positive emotions fuel teachers’ efforts to optimize the quality of their teaching throughout their careers and protect them from burnout and attrition (e.g., Chang, 2013; Frenzel et al., 2016).”
• Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, positive): “First, to measure teachers’ enjoyment, anger and anxiety, Frenzel et al. (2016) developed the Teacher Emotion Scales with a sample of teachers from Germany and Canada.”
• A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire (2018, background): “Even though TES is a promising tool for further investigation of the antecedents and effects of teachers’ emotions experienced while teaching, it encompasses only three discrete emotions.”
• The Construct Validation of the Math Anxiety Scale for Teachers (2019, background): “In recent research, Frenzel et al. (2016) worked to develop broad instruments in this area, focusing on teachers’ anger, enjoyment, and anxiety about teaching.”
• Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, methodology): “Based on Pekrun’s theory on students’ emotions, Frenzel et al. (2009; Frenzel, 2014; Frenzel et al., 2016; see also Wang, Hall, Goetz, & Frenzel, 2017) presented theoretical assumptions in terms of the antecedents of teachers’ emotions.”
• Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “Hence, it may be advisable for teachers to monitor their emotions (see Frenzel et al. 2016, for a scale to measure teacher emotions), which are relevant not only for their own wellbeing but to class functioning (Frenzel et al. 2018).”
• Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, methodology): “The items were chosen based on established instruments for the assessment of students’ emotions (Pekrun et al., 2011) and teachers’ emotions (Frenzel et al., 2016).”