Chapter 1-5.docx

CHAPTER I THE PROBLEM AND ITS SCOPE

Introduction Teaching has always been perceived as a difficult job. It is a profession that involves managing students' behavior (Chang and Davis, 2009), dealing with competitive teachers (Riolli and Savicki, 2002) and maintaining good relationship with the parents (Cohen et al., 1999; Skaalvik and Skaalvik, 2007). With the multiplicity of roles, teachers are prone to experience distress, and eventually burnout. Burnout is a condition wherein an individual feels exhausted after a failure, lacks motivation and feels being ineffective (Maslach and Jackson, 1981). Teachers' burnout has been known to lower motivation, degrade health, and lower job performance (Vandenberghe and Huberman, 1999). Considering these consequences, numerous studies have tried to establish antecedents of burnout. For instance, personality dimensions (neuroticism, conscientiousness and agreeableness; Alarcon, Eshelman & Bowling, 2009), interference of parents (Cockburn, 1996), and workload (Mullins, 2005; Teven, 2007) were found to likely lead to burnout. However, only few studies have explored how teachers’ emotions affect burnout. Examining teachers’ affective experiences is important as these have been found to affect different areas in teacher’s life. This study further contends that emotions affect burnout brought about by how teachers regulate these emotions.

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It is crucial for teachers to show appropriate emotions since displayed emotions are important to achieve teaching goals (Tamir, 2011).

In addition, teachers’ emotions are

associated with personal and professional achievement (Sutton, 2004).

Particularly, when

students are immersed and focused on the teacher’s discussion, the teacher is more likely to express positive emotions (Emmer, 1994; Erb, 2002; Colby, 1996; Lorty, 1975). Consequently, positive emotions displayed by the teachers would provide an emotionally pleasing and interactive classroom setting. However, teachers also tend to experience negative emotions (i.e. anger, frustration, anxiety and sadness). Unfortunately, experiencing negative emotions will not help teachers solve classroom problems (Eysenck and Calco, 2003). Research has shown that teachers’ frustration results into low focus and inattention to one’s instructional goals (Emmer 1994). The nature of teaching profession makes teachers’ affective experience more important. Aside from the fact that teachers’ emotions influence their wellbeing, the way they show their emotions to students may also have great implication to their teaching lives. Teachers need to exhibit appropriate emotions since it is crucial for effective teaching (Sutton, 2007). Managing one's emotions is considered a necessity in an academic environment. In fact, studies have shown that emotional involvement is essential in the teaching profession (Cheung, 2011; Chang, 2009; Sek, 2011). When the teachers perform emotion regulation, it would create a positive environment for the students and would motivate them to do well in school. Managing emotions also reflects the teachers' performance and would result to a higher chance of becoming successful. For this reason, it is important for teachers to control their emotions that they will display in class, because failure to do so would make them unprofessional (Zembylas, 2002b, 2005). However, only few studies have shown that emotions are considered as precursors of 2

emotion regulation and burnout. This study seeks to examine if emotions affect burnout due to emotion regulation.

Theoretical Framework Teaching is an emotionally draining job that requires teachers to regulate their emotions (Roeser et al., 2013). For this reason, it is not possible for teachers to disregard their emotions while interacting with students in the school or classroom (Nias, 1996). If teachers do not consider their emotions, the quality of their instruction will be affected. According to Hargreaves (1998), good teaching will only be achieved if teachers are filled with positive emotions. However, teachers express a wide range of emotions when teaching, such as enjoyment (Sutton and Wheatley, 2003; Frenzel et al., 2009), pride (Darby, 2008; Sutton and Harper, 2009), anger and frustration (Sutton, 2007, Chang, 2009), guilt (Hargreaves and Tucker, 1991), and anxiety (Beilock et al., 2010; Keller et al., 2014a), especially when inside the classroom. Among these emotions, enjoyment is considered as an important emotional experience by teachers (Sutton and Wheatley, 2003). Moreover, enjoyment has been associated with desirable teaching behavior (Frenzel et al., 2016). Frenzel et al., (2009b) generated a theoretical model which explains how teachers’ emotions influence teaching behavior. For instance, teachers with positive emotions tend to execute different teaching strategies which would contribute to the effectiveness of their instruction. On the other hand, teachers who often display negative emotions tend to show poor performance in classroom management (Frenzel et al., 2014). In addition, it was found that teachers, who experience negative emotions due to students’ hostile reaction, altered their classroom management strategies to control student interaction (Stough & Emmer, 1998).

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Furthermore, according to the theoretical model of Frenzel et al., (2009b), students’ outcomes, students’ misbehavior and teachers’ relationship with students are considered antecedents of teachers’ emotions. Students’ achievement behavior can be linked to teachers’ emotions (Frenzel, 2014). In fact, students’ achievements can give positive effect to teachers. This was supported by Hargreaves (2000) in which he stated that students’ success is a key source of teachers’ positive experiences. In addition, highly motivated students can also bring positive emotional experience to teachers (Becker et al., 2015). Alternatively, students with poor performance can cause negative emotions to teachers (Frenzel, 2014). Students’ misbehavior can be a source of negative emotions for teachers (Becker et al., 2015). Teachers’ classroom performance will be affected if students disrupt and disobey classroom rules. Moreover, such misbehavior will have a long term effect on teachers’ well-being (Becker et al., 2015). Aside from students’ outcomes and students’ misbehavior, teachers’ relationship with students can also be linked to teachers’ emotions. Teachers’ emotions are closely related to the relationship they form with their students (Frenzel, 2014). Studies have shown that teachers who are deeply and personally attached to their students can be overwhelming. However, Goldstein and Lake (2000) stated that commitment and caring can also be difficult for teachers since there is an unequal nature of teacher-student relationship. For instance, teachers who involve themselves too much will feel guilty if they are unable to fulfill the needs of the students. Considering the potential effect of negative emotions, the need to manage these properly is vital. Moreover, expressing and managing emotions become more important as there are implicit rules in the classroom which must be followed by the teacher on when and how these emotions should be displayed (Sutton, 2004; Schutz et al., 2077). Schutz and his colleagues contend that displaying pleasant emotions and suppressing unpleasant emotions are expected 4

from teachers in order to achieve optimal learning environment. Teachers will have to regulate their emotions, thereby performing emotion regulation. Thus, teaching emotions play a crucial role in teaching (e.g., dealing with students, esp. those who display challenging behavior, can be emotionally tiring; Kokkinos, 2007), and since emotional demand in teaching is relatively high, it can be exhausting and could lead to burnout. Burnout is a syndrome concerning one’s holistic state, in which a person experiences severe fatigue, rigorous job, and feeling of inadequateness (Maslach& Jackson, 1981). According to Maslach, Schaufeli & Leiter (2001), teachers are prone to burnout. Considering this, Maslach (1981) has generated multidimensional theory of burnout which continues to be the prevailing framework in the field of research of burnout. The first dimension is the emotional exhaustion. Emotional exhaustion is the tendency of one’s emotions to deplete due to extreme fatigue (Evers et al., 2004). In addition, emotional exhaustion happens when an individual feels irritable or upset because of his/her job (Maslach & Jackson, 1981). The second dimension is depersonalization which refers to depriving oneself and being insensible towards others (Maslach et al., 2011). Moreover, depersonalization, according to Maslach & Jackson (1981) is a response to emotional exhaustion. The last dimension is the lack of self-accomplishment which occurs when a person lacks self-efficacy and belief of oneself. This dimension would show signs of despair and high amotivation (Maslach & Jackson, 1981). Although these three dimensions contribute to burnout, Maslach, Schaufeli, & Leiter (2001), stated that emotional exhaustion is the major component that will lead to burnout.

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Conceptual Framework Emotion Regulation

Teaching Emotions

Burnout

Figure 1. The Diagram Representation of the Conceptual Framework of the study.

This conceptual framework was utilized in the study to guide the researchers in explaining the relationship of the variables. In addition, teaching emotions is important in explaining burnout among teachers. Negative and positive emotions of teachers may likely lead to burnout brought about by the emotion regulation they have to bear.

Statement of the Problem This study will examine the mediating role of emotion regulation among in-service teachers by understanding teaching emotions on burnout. In particular, this will answer the following questions: 1. Are there significant intercorrelation among teaching emotions, burnout and emotion regulation? 2. Are teaching emotions significant predictors of burnout? 3. Are teaching emotions significant predictors of emotion regulation? 4. Is emotion regulation a significant predictor of burnout? 6

5. Is emotion regulation a significant mediator of teaching emotions and burnout?

Statement of the Hypothesis The following are the hypotheses that are generated based on the research questions. H0: There is no significant intercorrelation among the teaching emotions, burnout and emotion regulation. H1: There is significant intercorrelation among the teaching emotions, burnout and emotion regulation. H0: Teaching emotions is not a significant predictor of burnout. H1: Teaching emotions is a significant predictor of burnout. H0: Emotion regulation is not a significant predictor of burnout. H1: Emotion regulation is a significant predictor of burnout. H0: Teaching emotions is not a significant predictor of emotion regulation. H1: Teaching emotions is a significant predictor of emotion regulation. H0: Emotion regulation is not a significant mediator of teaching emotions and burnout. H1: Emotion regulation is a significant mediator of teaching emotions and burnout.

Limitations of the Study This study will concentrate on further understanding the relationship of teaching emotions and burnout with emotion regulation as the mediator. Also, the present study will focus on how teaching emotions affect teachers’ instruction and students’ learning environment. Considering these, the present study determined its respondents according to the number of teachers in each school wherein the schools were chosen by means of cluster random sampling. 7

Moreover, the number of respondents was based on the willingness of teachers to participate in the study. The result of the study was based on the questionnaires distributed to the teachers which covered the necessary data needed for the research.

Significance of the Study The purpose of this study is to examine the role of emotion regulation among inservice teachers by understanding teaching emotions on burnout. This study will also provide awareness to teachers regarding the various struggles and difficulties that they are facing everyday in their job. Therefore, the extracted data will also enlighten their mind concerning appropriate emotions they should display in the classroom. School Administrators. This study would give solutions to the different issues that are encountered and experienced by teachers. The administrators could provide counseling for teachers and institute school policies which will benefit the teachers and aid them in creating a pleasant learning environment for students. Teachers. Through this study, teachers will be able to think of conducting or organizing programs wherein they can interact openly and tackle various teaching techniques or strategies based from each other's experiences. In addition, they can also acquire ideas on how to properly manage the classroom as well as their emotions in order to achieve a conducive classroom environment for the students and to have a better teacher-students relationship. Students. This study will provide the students a clear understanding of their teachers' struggles, they will be able to reflect from their actions and help the teachers achieve their instructional goals. Furthermore, the students would be aware on how their behavior in class

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affects teacher's instruction. Thus, the present study would give the learners an idea on how they should behave in class. By that, this awareness would also help the student avoid misbehaving which could help lessen the teachers' burden. Future Researchers. With this study, researchers could find solutions or answers that could improve the professional lives of teachers. Moreover, this may be used as a future reference for researchers who will develop an interest in this study. Researchers may use this to develop a collaborative idea for the reason that this study may provide an extensive learning and understanding about teacher’s emotion, burnout experienced by teachers and their likelihood to perform emotion regulation in the classroom. This study will indoctrinate and provide enough information for future academic purposes.

Definition of Terms Anger. A negative emotion that can be directed at other people or at oneself (Ellsworth & Tong, 2006; Kuppens, van Mechelen, & Rijmen, 2008).

Anxiety. A negative emotion that typically occurs when people are confronted with uncertainty and threat, and when they perceive their own potential to cope with the threat as low (e.g., C. A. Smith & Lazarus, 1993). Boredom. An emotion that is typically characterized by low arousal and relatively low negative valence (Perkins & Hill, 1985). Burnout. A state in which individuals experience failure and extreme exhaustion due to extensive demands in work with inadequate reward for the labor (Freudenberger, 1974).

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Depersonalization. A state in which individuals distance themselves from their colleagues or work mates and being insensible towards others (Maslach et al., 2011). Emotional Exhaustion. A state wherein one’s emotions has extremely depleted due to extreme exhaustion (Evers et al., 2004). Emotion Regulation. The process in which individuals control and adjust the emotions they express or display (Gross, 1998). Enjoyment. A positive emotion which indicates well-being and pleasure resulting either from an upcoming desirable event (anticipatory joy), from being engaged in an enjoyable activity (activity-related enjoyment) or from satisfaction and happiness derived from a desirable past event or outcome (outcome-related enjoyment) (Frenzel, 2014). Reduced Personal Accomplishment. The tendency in which individual lack self-efficacy and belief of oneself. This dimension also shows sign of hopelessness and high amotivation (Maslach & Jackson, 1981). Pity. An emotion involving sympathetic sorrow for someone who is suffering physically or is otherwise distressed (Frenzel, 2014). Pride. A positive emotions closely linked to enjoyment which is associated with personal accomplishments or accomplishments of people to whom one feels attached (Tracy & Robins, 2007). Reappraisal. A component under emotion regulation wherein a person changes its perception of a certain situation to lessen the emotional impact (Gross, 2002).

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Shame and Guilt. Are self-conscious emotions which reflect the negative evaluation of self and the negative evaluation of one’s behavior (Lewis, 2000; Tangney & Dearing, 2002).

Suppression. A component under emotion regulation wherein a person inhibits current emotion-expressive behavior (Gross, 2002). Teacher’s Emotions. Emotions that are expressed by the teacher which can be linked to students’ behavior (Frenzel, 2014).

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CHAPTER II REVIEW OF RELATED LITERATURE

Teaching Emotions Emotions are initially caused by how individuals perceive certain situations rather than by the situations themselves (Frenzel, 2014). Appraisals are one’s general cognitive opinions about situations and events which are either considered as positive or negative (Frenzel, 2014). Generally, Appraisal Theory, as defined by Smith & Kirby (2001), is the assumption that emotions serve as a process of changing to fit in a particular situation and thus play a vital role in understanding emotions. This theory explains that emotions are being extracted from how we assess or evaluate a particular situation or event (Bippus & Yang, 2012). For instance, name calling does not necessarily hurt feelings but rather depends on the person’s assessment of the context that makes it hurtful. In the educational setting, emotions that are aroused are brought about by the teacher’s judgment in the classroom (Chang, 2009).

Frenzel’s Theory concluded that teacher’s emotional experiences are considered based on their opinions whether their classroom goals and students’ behaviors in class complement. This assumption correlates to Lortie’s idea that teachers tend to have higher self-esteem they achieve their teaching goals (Lortie, 1975). In addition, Frenzel et al. (2009) suggested five important appraisal dimensions: 1) if teachers feel they achieved their goals, 2) if students’ behaviors contribute to achieving a classroom goal, 3) whether teachers feel qualified of achieving and making their goals effective, 4) if who is accountable whether a goal is achieved or not, and 5) 12

how important it is for teachers to accomplish their goals and avoid interference. Generally, emotions occur by the appraisals we make in certain situations (Chang, 2009).

Emotion Regulation The concept of emotion regulation was first suggested by Gross (1998). As defined by Gross (1998), emotion regulation is the process that affects the emotion possessed, by an individual, how the emotion is felt and how they express it. In the context of teaching, several research point that emotion regulation plays a crucial role in teaching and interacting with students. For instance, displaying appropriate emotions is important for achieving teaching goals (e.g. unregulated anger affects the concentration of the teacher), student learning, and for building positive student-teacher relationship (Oplatka, 2011; Sutton, 2007). Gross (2002) has proposed two forms in regulating emotions, these are reappraisal and suppression. In reappraisal, individuals alter how they perceive a certain situation to lessen its emotional impact. In other words, reappraisal minimizes negative emotion while maximizing positive emotion (Hagenauer & Volet, 2013). In suppression, individuals restrain ongoing emotion-expressive behavior (Hagenauer & Volet, 2013). For instance, if a teacher experiences stimulating events in the classroom and prefers suppressing the emotions, the teacher will have bounded cognitive capacity to continue the lesson and the unpleasant emotion is less likely to disappear. Emotion Regulation which can be linked with performance, is the ability to manage the arousal of emotions and the skill that allow one to control the internal state as well as the external expression of that state (Thompson, 1991). Some research focus on how emotions are usually expressed and managed, while other research give bigger attention to the outcome of an emotion regulation strategy. Studies by Hosotani and Imai-Matsumura (2011) showed that many teachers 13

have effectively applied emotion regulation in the classroom. Further studies which were conducted by Jennings and Greenberg (2009) uncovered a negative relationship between emotion regulation and teacher burnout. It was also found that job satisfaction can be positively associated with emotion regulation (Brackett et al., 2010).

Burnout Numerous researches are conducted in the past years to study the various dimensions of burnout (Goswami, 2013). Burnout is a syndrome that first emerged in studies through descriptive and qualitative observations by early researches in human services and healthcare in the mid-1970s (Chang, 2009). In 1974, Freudenberger observed fatigue symptoms among workers in free clinics and described burnout as a symptom of emotional exhaustion, decrease in motivation and commitment. In 1976, Maslach investigated human service workers about their emotional stress at work. According to Maslach (1976), burnout usually happens in the caregiving and service related jobs. Also, according to Maslach and Leiter (1997), burnout is a work that started as relevant and significant but replaced by feeling dissatisfied and less meaningful. Following these early concepts on burnout, several researches were conducted to examine burnout in the field of teaching. Burnout in teachers was further examined through the lens of teacher stress (Smylie, 1999). In this study, the result shows that teachers handling special education are the most vulnerable to severe stress and burnout (Mclyntre, 1983). Moreover, in the early 1980s, certain demographic variables are found to be related to burnout such as age, marital status, and gender. In the late 1980s, researchers also examined work-related factors such as ratio of teachers and students, grade level taught, and workload. However, previous

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studies suggest that workload is the salient element that caused burnout among teachers (Chang, 2009). Maslach and Jackson (1986) have conceptualized that burnout syndrome consist of three dimensions: emotional exhaustion, depersonalization and reduced personal accomplishment. The first element of burnout is emotional exhaustion which refers to the feelings of being overextended and being emotionally drained (Evers et al., 2004). According to Schwarzer et al. (2000), the characteristic components of emotional exhaustion would include fatigue, debilitation, loss of energy, and wearing out. Moreover, researchers further proposed depersonalization as another dimension of burnout (Maslach et al., 2001). It was found that teachers do not only experience emotional exhaustion but they also become indifferent to their students and colleagues (Maslach, 1976). Depersonalization is a syndrome which is defined by researchers as a negative and detached attitude towards others (Evers et al., 2004). Wisniewski & Gargiulo (1997) stated that signs of depersonalization would include teacher’s inappropriate attitude toward students such as treating them negatively and responding them in cynical ways. Furthermore, the last dimension of burnout would be reduced personal accomplishment. Indicators of this dimension would include Lack of effort, reduced success, and feelings of incompetence (Maslach & Jackson, 1981). However, more recent research showed that only the first two dimensions were included as the core dimension of burnout (Lee & Ashforth, 1996; Shirom, 2002). Therefore, many researches excluded the third dimension of reduced personal accomplishment in the present study of burnout.

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Chapter III METHODOLOGY Research Design The research design used for this study was a correlational design. A correlation design was used to examine the relationship between the variables. In this study, the researchers seek to examine the mediating role of emotion regulation between teaching emotions and burnout. A quantitative method was adopted to gauge the level of teaching emotions, emotion regulation, and burnout.

Participants The participants in the study were 453 in-service teachers from public schools in Iligan City. The schools involved in this study were chosen through cluster random sampling. The results of the cluster random sampling are the following schools: Name of School

No. of Respondents

Hinaplanon Elementary School

11

Severo Sara

12

Tambo Central School

38

Bagong Silang Elementary School

19

Luinab Elementary School

9

Cabili Village Elementary School

16

Doña Juana Memo. Central School

26

16

Pugaan Elementary School

17

South I-A Central School

22

Tambacan Elem. School

33

Tubod Elementary School

11

Suarez Central School

8

Tomas Cabili Central School

30

Victor G. Guevara MES

7

Sgt. Miguel Canoy Memo. Central School

26

Iligan City Central School

69

Iligan City SPED Center

2

Villaverde Elementary School

12

Kiwalan Elementary School

16

Acmac Elementary School

7

North 1 Central School

37

Del Carmen Elementary School

6

Tipanoy Elementary School

17

Data Gathering and Procedure The data were gathered using a survey questionnaire. This survey questionnaire is consisting of Teaching Emotions Questionnaire, Maslach Burnout Inventory Questionnaire, and Emotion Regulation Questionnaire which were all validated. The researchers requested a formal

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consent from the head of the College of Education, to the research advisers, down to the school principals of the selected schools and then to the teachers chosen for the research.

Research Instruments This study used multiple research instruments in collecting and analysing of data. The researchers provided a set of questionnaires for each respondent which consists of scales that were used to measure the variables involved in the research. Teaching Emotions Questionnaire (TES: Frenzel, 2014). The Teaching Emotions Questionnaire was developed by Frenzel et al. (2014). This scale was used for the quantitative survey. It is used to measure participants’ emotions. This questionnaire was designed to measure teachers’ joy, pride, anger, anxiety, shame and guilt, boredom, and pity during instruction. The enjoyment scale contained thirteen items (e.g. “I easily blame students for their failure”; α=0.967); anger, fourteen items (e.g. “I often feel annoyed while teaching these students”; α=0.931), pride, four items (e.g. “I feel proud of my students’ accomplishments”; 0.892), anxiety, sixteen items (e.g. “I feel worried when my students do not like me”; α=0.923), shame and guilt, six items (e.g. “I feel guilty whenever my students fail”; α=0.867), boredom, three items (e.g. “I feel bored teaching my students”; α: 0.805) and, pity, four items (e.g. “I feel pity towards my students whenever they fail”; α: 0.813) Maslach Burnout Inventory (MBI: Maslach and Jackson, 1986). The Maslach Burnout Inventory was developed by Maslach and Jackson (1986) which was adapted to Turkish by Ergin (1992). It includes 22 items to measure and assess the different levels of burnout. This scale was designed to measure the teacher’s level of burnout specifically Emotional Exhaustion, Depersonalization and Personal Accomplishment. The Maslach Burnout Inventory will be scored 18

from 1-Never through 7-Everyday. The emotional exhaustion scale contained seven items (e.g. “I feel emotionally drained by my work”; α: 0.846), depersonalization, seven items (e.g. “I feel I look after certain students impersonally, as if they are objects”; α: 0.851) and, personal accomplishment, eight items (e.g. “I accomplish many worthwhile things in my job”; α: 0.900). Emotion Regulation Questionnaire (Gross & John 2003) was used to measure the emotion regulation strategies of expressive suppression and cognitive reappraisal. The questionnaire is composed of 10 statements, each with distinguished emotional regulatory process it intends to measure. Moreover, the statements will be rated on a scale of 1 (strongly disagree) to 7 (strongly agree). The criterion validity of ERQ has been furthered examined, showing multiple associations with constructs to an adaptive and non-adaptive functioning. The respondents’ responses were added up to create two subscales, one for suppression (α=0.770) and one for reappraisal (α=0.804).

Data Analysis Descriptive statistics was used in presenting the participants’ socio-demographic profiles. Furthermore, the researchers will apply mediation analyses in order to explain the relationship between teaching emotions and burnout with emotion regulation as the mediator. Before the mediation analyses, the data was screened and estimation-maximization technique of imputation will be conducted to replace values that appear to be missing at random. Simple mediation analyses was used to find out if teaching emotions (e.g. negative and positive emotions) will lead to burnout through emotional regulation. The researchers used the Process macro for SPSS (Hayes, 2013). Because indirect effects usually do not have normal sampling distributions (Preacher & Hayes, 2008), the indirect effects of the mediators operating similarly 19

was analysed using the nonparametric bootstrapping procedure-based on 10,000 resamples (Hayes, 2013).

Research Environment The areas included in this study were the different elementary schools from Iligan City namely Hinaplanon Elementary School located at barangay Upper Hinaplanon, Severo Sara Memorial Elementary School at barangay Tag-Ibo, Dalipuga, Tambo Central School at barangay Tambo, Hinaplanon, Bagong Silang Elementary School at barangay Bagong Silang, Luinab Elementary School at barngay Luinab, Cabili Village Elementary School at barangay Santiago, Doña Juana A. Lluch Memorial Central School at barangay Pala-o, Pugaan Elementary School at barangay Pugaan, Servillano Reuyan Memorial Elementary School at barangay Mibolo, Tipanoy, South I-A Central School at 10th East, Tubod, Tambacan Elementary School at barangay Tambacan, Tubod Elementary School at barangay Manuang, Tubod, Suarez Central School at barangay Suarez, Tomas Cabili Central School at barangay Tomas Cabili, Victor G. Guevara Memorial Central School at Carbide Village, barangay Tubod, Sgt. Miguel Canoy Memorial Central School at barangay Buru-un, Iligan City Central School at barangay Mahayahay, Iligan City SPED Center at barangay Mahayahay, Villaverde Elementary School at barangay Villaverde, Dalipuga Central School at barangay Dalipuga, Kiwalan Elementary School at barangay Kiwalan, Acmac Elementary School at barangay Acmac, Del Carmen Integrated School at barangay Del Carmen and Tipanoy Elementary School at barangay Tipanoy.

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CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of data obtained from a survey questionnaire conducted to in-service teachers from the public elementary schools in Iligan City. The survey questionnaire contains scales which were used to measure the level of teaching emotions, burnout, and emotion regulation among the teachers.

1. Are there significant inter-correlation among teaching emotions, emotion regulation, and burnout? Table 1. Inter-correlation of teaching emotions, burnout, and emotion regulation. Note: **p<0.01; *p<0.05; N=453 1

2

3

4

5

6

7

8

1.

ENJOYMENT

2.

PRIDE

.876**

3.

ANGER

-.304**

-.249**

4.

ANXIETY

-.261**

-.207**

.696**

5.

SHAME AND GUILT

-.132**

-.091

.431**

.717**

6.

BOREDOM

-.312**

-.269**

.595**

.621**

.496**

7.

PITY

-.093*

-.051

.413**

.603**

.597**

.444**

8.

SUPPRESSION

.094*

.101*

.123**

.159**

.099*

.103*

.031

9.

REAPPRAISAL

.194**

.218**

-.061

.008

.052

.025

.019

.461**

10.

BURNOUT

-.373**

-.338**

.514**

.444**

.287**

.497**

.256**

.064

9

-.136**

Note: **p<0.01; *p<0.05; N=453

Table 1 shows the correlation among teaching emotions, burnout, and emotion regulation. Teaching Emotion has seven components which are enjoyment, pride, anger, anxiety, shame and 21

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guilt, boredom, and pity while Emotion Regulation has two components namely: suppression and reappraisal. Furthermore, it specifically presents the correlation between: teaching emotions and emotion regulation; teaching emotions and burnout and; emotion regulation and burnout. Teaching Emotions and Emotion Regulation

As shown in table 1, negative emotions such anger, anxiety, shame and guilt, and boredom are positively correlated with suppression. This indicates that as suppression increases, negative emotions (anger, anxiety, shame and guilt, and boredom) also increase. The relationship between negative emotions and emotion regulation could be explained in the context of teaching. When teachers experience negative emotions such as anger, anxiety, shame and guilt, and boredom, they are more likely to perform emotion regulation which is suppression. According to Gross (1998a), suppression can inhibit or stop an ongoing emotion-expressive behavior. The same proponent further contended that when teachers are angry because of students’ misbehavior, they can simply ignore the occurrence of the emotional experience. Further, a teacher who is angry would stop teaching in order to lessen the intensity of his anger by allowing the students to do class work (Gong et al., 2013).

Moreover, the data also show that positive emotions i.e enjoyment and pride are positively correlated with suppression. This means that the higher the positive emotions (enjoyment and pride) in teaching, the higher the emotion regulation (suppression). This can be understood since teachers are bound to regulate not only negative emotions but positive emotions as well. When teachers experience intense positive emotions they are more likely to regulate these through suppression and reappraisal. The findings of Hosotani and Imai22

Matsumura (2011) revealed that positive emotion such as genuine joy is also suppressed to encourage students to develop their abilities further. The same expounder also added that when learners achieved their goals, teachers would suppress their positive emotions because they suggested that learners could do more, even if they are sincerely happy about the achievement of their learners (Hosotani and Imai-Matsumura, 2011).

Meanwhile, only enjoyment and pride are positively correlated with reappraisal. This indicates that the higher the positive emotions (enjoyment and pride) in teaching, the higher the emotion regulation (reappraisal). When teachers feel positive emotions they feel the need to maintain or increase the positive emotions and thus perform reappraisal. For instance, when teachers want to experience more positive emotions and less negative emotions in teaching, they can modify or alter the way they perceive about the situation (reappraisal) (Lee et. al., 2016). Further, it was revealed that when teachers employ reappraisal they would express positive emotions more frequently and negative emotions less often (Gross and John, 2003).

Teaching Emotions and Burnout

As presented in table 1, teaching emotions which are anger, anxiety, shame and guilt, boredom, and pity are positively correlated with burnout. This means that the higher the teachers’ experience of negative emotions (anger, anxiety, shame and guilt, boredom, and pity), the higher the experience of burnout. This relationship can be explained in the field of teaching. When teachers feel negative emotions they are more likely to experience burnout.

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One research also explained that frequent expression of unpleasant emotions contributes to teacher burnout (Carson, 2006). When the emotional levels among teachers are high, it reported higher levels of negative emotions such as anger, anxiety, shame, and boredom (Goetz et. al., 2015). In addition, emotionally intense interaction can be associated with increased levels of burnout. As stated by Chang (2009), unpleasant emotions among teachers due to student misbehavior would contribute to teacher burnout. Additionally, negative emotions like anxiety, guilt, and anger are intensive emotions that if frequently experienced would lead to higher degrees of burnout. With regards to teachers, having unpleasant emotions would result to illness or burnout (Calderhead 2001; Vandenberghe and Huberman 1999). Moreover, as stated by Maslach, having emotional demands in work would lead to exhaustion among workers. This would also affect their capacity to serve and attend to the needs of the recipients.

Meanwhile, teaching emotions such as enjoyment and pride are negatively correlated with burnout. This indicates that as positive emotions (enjoyment and pride) increase, experience of burnout decreases. Teachers filled with positive emotions will less likely experience burnout. According to Kunter and colleagues (2008; 2011; 2013), higher levels of enthusiasm, which is interpreted synonymously with enjoyment (Krapp, 2007), is associated with higher levels of job and life satisfaction and lower levels of emotional exhaustion. In addition, Carson (2006) further contends that teachers with lower levels of burnout would experience higher levels of positive emotions.

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Emotion Regulation and Burnout.

As shown in table 1, in this study, the findings suggest that reappraisal is negatively correlated with burnout. This implies that the higher the emotion regulation (reappraisal), the lower the burnout. This can be explained that when teachers employ reappraisal strategies, this would lead to lower levels of burnout. A study conducted by Tsoupoupas et al., (2010) states that reappraisal influence teacher burnout. Chang (2009) revealed that the intensity of teacher’s emotions, which is a contributing factor that would predict burnout, is determined depending on the teachers’ judgments of problem efficacy, which coincides with the definition of reappraisal by Gross (2002). In addition, since teachers are exposed to stressful environment, employing proper regulation strategies, specifically reappraisal, is necessary to reduce feelings of stress which would lower the feelings of burnout (Sutton, 2004). However, when teachers employ suppression in regulating their emotions, it would lead to higher levels of burnout (Chang, 2009b). Parallel to this, teachers who consistently suppress their emotions would experience higher levels of burnout than those who reappraise the situation (Chang, 2013; Tsouloupas, 2011)

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2. Are teaching Emotions significant predictors of burnout? Table 2. Teaching Emotions predicting Burnout.

Independent Variable (IV)

Dependent Variable (DV)

Direct Effect (c’)

SE

Sig.

Enjoyment

Burnout

-0.7368

0.1132

0.000**

Pride

-2.1185

0.378

0.000**

Anger

0.5737

0.0571

0.000**

Anxiety

0.4491

0.0553

0.000**

Shame and Guilt

0.6784

0.1256

0.000**

Boredom

2.329

0.2385

0.000**

Pity

0.8989

0.1792

0.000**

Note: Control for Age and Gender, Data was bootstrapped to 10,000 resamples; All coefficients are unstandardized; *p< .05, **p< .01; N=453.

As shown in table 2, teaching emotions such as anger, anxiety, shame and guilt, boredom, and pity are positive and significant predictors of burnout. This indicates that the higher the unpleasant emotions, the higher the burnout. Teachers who often feel negative emotions would likely experience burnout. This was emphasized by Carson (2006) who explained that increased teacher burnout would correspond to lower positive emotions and high levels of negative emotions. Similarly, the study conducted by Chang (2013) regarding the directions of the relationship of burnout resulting to negative emotions or negative emotions resulting to burnout yielded outcomes that links teacher burnout to the intensity of negative emotions. Further, when negative emotions such as frustration, anger, guilt, and sadness are constantly felt, it may reduce teachers’ self-efficacy and would eventually lead to burnout (Kavanaugh & Bower, 1985). This

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can be supported in the study of Carson (2006) which states that teachers who experience higher levels of burnout were found to have frequently experienced negative emotions (unhappiness, anger, and frustration). Moreover, Farber and Miller (1981) claimed that teachers are less dedicated to their work and are less tolerant to disruptive behavior when they experience burnout. Moreover, the data reveal that positive emotions are negative and significant predictors of burnout. This implies that as positive emotions such as enjoyment and pride increase, burnout the decreases. Increase of positive emotions in teaching has been found to lower feelings of burnout. This can be supported in the study of Carson (2006) which states that teachers undergo higher levels of pleasant emotions will have lower levels of burnout. As postulated by Keller et al. (2014a), pleasant emotions are conversely related to burnout and unpleasant emotions are directly related to burnout. In addition, pleasant emotions act as a mediator against stress (Tugade & Fredrickson, 2004), which in turn would help teachers prevent burnout by developing essential intellectual and social resources (Brackett, 2010). Another study also showed that high levels of pleasant emotions and positive teacher-students relationship, and self-efficacy prevent the teacher from experiencing burnout (Buonomo & Fiorilli, 2017).

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3. Are teaching emotions significant predictors of emotion regulation? Table 3. Teaching Emotions predicting Emotion Regulation Independent Variable (IV)

Mediating Variable (M)

Effect of IV on M (a)

SE

Sig.

Enjoyment

Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal

0.0904 0.123 0.2869 0.454 0.0308 -0.019 0.0467 0.0208 0.0577 0.0656 0.1414 0.0806 -0.0196 -0.0346

0.0337 0.0384 0.1102 0.125 0.0188 0.0216 0.0172 0.0199 0.0375 0.043 0.0782 0.09 0.0536 0.0614

0.0077** 0.0015** 0.0097** 0.0003** 0.1019 0.379 0.0068** 0.2970 0.1244 0.1278 0.0715 0.3715 0.7152 0.5731

Pride Anger Anxiety Shame and Guilt Boredom Pity

Note:Control for Age and Gender; Data was bootstrapped to 10,000 resamples; All coefficients are unstandardized; *p< .05, **p< .01; N=453

The data in table 3 showed that

teaching emotions (enjoyment, pride, and

anxiety) are significant and positive predictors of emotion regulation. The findings indicate that when teaching emotions (enjoyment, pride, and anxiety) increases, suppression also increases. In the teaching context, teachers would perform suppression regardless of the type of emotion (positive and negative emotion). Certain studies on emotion regulation have explained that teachers regulate their emotions most of the time (Sutton, 2004; Sutton et al., 2009). This means that regulating emotion is necessary in order to display appropriate emotions in a particular situation. This was supported by Oplatka (2011) and Sutton (2007) who emphasized the importance of appropriate emotional display for successful teaching. One study showed that teachers suppress their negative emotions in order to achieve successful learning and teaching (Hagenauer & Volet, 2013). Likewise, teachers suppress unpleasant emotions which they perceive as inappropriate for students to witness (Sutton, 2004). Similarly, Gross and John 28

(2003) posited that those who experience higher levels of negative emotions were people who suppress their emotions. Moreover, the data also reveal that as pleasant emotions (enjoyment and pride) increase, suppression also increases. This stipulates that teachers do not only suppress negative emotions but positive emotions as well. Quoidbach et. al. (2010) asserted that people suppress their positive emotions in certain situations (i.e., suppressing or hiding pleasant emotions due to shyness, sense of modesty, or fear). Meanwhile, the data also showed that positive emotions (enjoyment and pride) are positive and significant predictors of reappraisal. This means that when positive emotions such as enjoyment and pride increase, reappraisal also increases. Teachers tend to regulate their positive emotions through reappraisal. This denotes that when teachers have high levels of positive emotions, their tendency to regulate these emotions is also high. This is in line with the study of Schmidt et. al., (2010) which stresses that reappraisal is associated with positive or pleasant emotions. In addition, Gross and John (2003) also explained that individuals who employ reappraisal strategies tend to experience more positive emotions and less negative emotions.

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4. Is emotion regulation a significant predictor of burnout? Table 4. Emotion Regulation predicting Burnout.

Mediating Variable (M)

Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal

Dependent Variable (DV) Burnout

Effect of M on DV (b)

SE

Sig.

0.6185 -0.3226 0.5811 -0.3085 0.2201 -0.2812 0.2478 -0.4572 0.4403 -0.5396 0.321 -0.4866 0.5135 -0.4576

0.2207 0.1934 0.2242 0.1976 0.2045 0.1778 0.2148 0.1853 0.2249 0.1961 0.2049 0.1779 0.226 0.1972

0.0054** 0.0964 0.0100** 0.1196 0.2828 0.1148 0.2496 0.0142** 0.0513 0.0063** 0.1182 0.0066** 0.0239** 0.0210**

Note: Control for Age and Gender; Data was bootstrapped to 10,000 resamples; All coefficients are unstandardized; *p< .05, **p< .01; N=453. As presented in table 4, burnout is a significant predictor of emotion regulation. Emotion regulation specifically suppression is a positive predictor to burnout. This implies that when suppression increases, burnout also increases. Teachers who engage in suppression are found to experience higher levels of burnout. One study revealed that emotion regulation can be linked to burnout (Brotheridge & Grandey, 2002). This coincides with the study of Seibert et. al., (2017) which states that suppression is significantly related to increased burnout while reappraisal is significantly related to decreased burnout. In addition, a study conducted by Carson (2006) showed that burnout can be associated with how teachers display positive emotions or suppress negative emotions. Additionally, teachers who frequently engage in suppression to hide their emotions would result to higher levels of burnout (Chang, 2009b). Also, teachers who heavily

30

depend on expressive suppression as an emotion regulation strategy may experience burnout by means of emotional exhaustion (Miller, 2015). Furthermore, the data exhibit that reappraisal is a negative predictor of burnout. The result signifies that when reappraisal increases, burnout decreases. This can be understood in the context of teaching that when teachers employ reappraisal strategies, it will lower the risk of experiencing burnout. The result corresponds with the study of Chang (2013) which stipulates that individuals who engage in reappraisal strategies were reported to have less emotional exhaustion, which is a core dimension of burnout. Moreover, Tsoupoupas et al. (2010) stated that teachers who primarily use reappraisal would experience less feelings of emotional exhaustion and more feelings of emotional exhaustion when they use suppression. In addition, previous study also discussed that those individuals who apply reappraisal as emotion regulation strategy was found to have decreased levels of burnout (Ceslowitz, 1989).

5. Is emotion regulation a significant mediatorof teaching emotions and burnout? Table 5. Emotion Regulation as a mediator between teaching emotions and burnout. BC 95% CI Independent Variable (IV)

Mediating Variable (M)

Enjoyment

Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal Suppression Reappraisal

Pride Anger Anxiety Shame and Guilt Boredom

Dependent Variable (DV)

Direct Effect (c’)

Total Indirect Effect

Total Effect (c)

Indirect Effects

SE

-0.7368

0.0162**

-0.7205

-2.1185

0.0267**

-2.0918

0.5737

0.0121

0.5859

0.4491

0.0021

0.4512

0.6784

-0.01

0.6684

2.329

0.0062

2.3352

0.0559 -0.0397 0.1667 -0.14 0.0068 0.0054 0.0116 -0.0095 0.0254 -0.0354 0.0454 -0.0392

0.0263 0.0314 0.0815 0.1131 0.0082 0.0078 0.0111 0.0106 0.0217 0.028 0.0389 0.0494

LL

UL

0.017 -0.1332 0.0444 -0.4532 -0.0035 -0.0038 -0.0054 -0.0389 -0.0033 -0.1102 -0.0051 -0.1646

0.1262 0.0018 0.3802 0.017 0.0322 0.031 0.0403 0.0048 0.0876 0.0036 0.1573 0.0381

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Pity

Suppression Reappraisal

0.8989

0.0058

0.9047

-0.01 0.0158

0.0298 0.0323

-0.0895 -0.0349

0.0374 0.1023

Note: Data was bootstrapped to 10,000 resamples; All coefficients are unstandardized; *p< .05, **p< .01; LL=lower limit; UL=upper limit; N=453.

This study aims to explain and develop a comprehensive model which would describe the connection between teaching emotions and burnout among teachers in the elementary level. The result of data analysis using the mediation model generated results that would explain the association between teaching emotions and burnout through the mediating role of emotion regulation. In this study, the researchers investigated the extent of individual’s suppression of positive emotions and its direct effect on teacher burnout. As presented in table 5, the results suggest that the association between teaching emotions (enjoyment and pride) and burnout is mediated by emotion regulation particularly suppression. This explains that when positive emotions such as enjoyment and pride increase, burnout decreases with suppression as the mediating factor. It can be inferred in the previous results that teachers do not only suppress negative emotions but positive emotions as well. Particularly, when teachers experience higher levels of positive emotions, the tendency to suppress these emotions is also high. Moreover, when teachers have high levels of positive emotions, they would likely perform suppression, which in turn, results to lower levels of burnout. The result of the present study can be supported by Hosotani and Imai-Matsumura (2011) in which they stated that when students performed well in class, teachers would suppress their feelings of joy and encourage the students to go beyond their capabilities. Similarly, the same proponent emphasized that some teachers savored joy secretly rather than showing it in front of their students. For instance, a teacher who sees subtle changes or gradual improvement in a learner would feel happy but would savor their feelings privately since these changes are merely small pleasures which are only noticed by the teacher. A teacher would 32

express joy whenever learners show bigger achievements but rarely does it since little changes in children feels more rewarding and precious (Hosotani and Imai-Matsumura, 2011). Additionally, according to (Prosen et. al., 2011), teachers suppress their positive emotions i.e joy when it was perceived to have motivated the students in doing school work. Furthermore, in this study, the data also suggest that when teachers perform emotion regulation specifically suppression, they would experience burnout. The relationship between positive emotions and burnout with suppression as the mediating factor can be explained in the field of teaching. As postulated by Chang (2009b), teachers who constantly suppress their emotions would likely experience higher levels of burnout. However, with proper emotion regulation management, teacher may lower the likelihood of burnout. As stressed by Brand (2007), individuals who have enough skills in proper emotion regulation are more likely to have abilities in managing both positive and negative emotions and in turn, would less likely experience emotional exhaustion and depersonalization, which are dimensions of burnout. Moreover, proper regulation of positive emotions was found to lessen the experience of burnout (Miller, 2015). In addition, one study have shown that experiencing positive emotions is itself a form of emotion regulation (Isen, Daubman, & Nowicki, 1987) wherein positive emotions prevents an individual to experience stress (Folkman & Moskowitz, 2000) and in turn, burnout (Bracket, 2010)

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CHAPTER V SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS This chapter presents the findings, conclusion, and recommendations based on the data analyzed and interpreted in the previous chapter.

Findings 1. Teaching emotions (enjoyment, pride, anger, anxiety, shame and guilt, and boredom) are positively significant with emotion regulation (suppression). In addition, teaching emotions (enjoyment and pride) is positively correlated with emotion regulation (reappraisal). Moreover, emotion i.e reappraisal is negatively correlated with burnout. 2. Teaching Emotions (enjoyment and pride) are negative predictors of burnout. Moreover, teaching emotions such as anxiety, shame and guilt, boredom, and pity) are positive and significant predictors of burnout. 3. Teaching emotions (enjoyment and pride) are positive and significant predictors of emotion regulation (suppression and reappraisal). In addition, teaching emotions (anxiety) is positive and significant predictor of emotion regulation (suppression). 4. Emotions regulation (suppression) is a positive and significant predictor of burnout. Meanwhile, reappraisal is a negative and significant predictor of burnout. 5. Emotion regulation (suppression) is a significant mediators between burnout and teaching emotions.

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Conclusion Teaching emotions are found to have significant relationship to burnout, with emotion regulation as the mediator. This implies that when teachers regulate their emotions (emotion regulation), burnout will likely occur. Emotional demands are apparent in the teaching profession, which make the teachers prone to burnout. For this reason, teaching emotions should be regulated. Emotion regulation by definition is the tendency to alter or manage emotions which would be appropriate for a particular situation. This explains that when certain emotions are expressed by teachers, they are more likely to perform emotion regulation. For instance, when teachers are angry, they will conceal this emotion by altering their expressions or utterances in order to display appropriate emotions. However, in the present study, the results revealed that teachers also regulate positive such as enjoyment and pride. On one hand, when teachers frequently perform emotion regulation (suppression), this would result to teacher burnout. On the other hand, the findings in the present study found out that when teachers perform reappraisal which is an emotion regulation component, it would result to lower burnout. It has been understood that teaching emotions which would be displayed or expressed by the teachers must be appropriate for teaching. However, it is inevitable for teachers to feel emotions which are deemed unpleasant in a classroom setting. Hence, there is a need for teachers to suppress and alter these emotions by employing various emotion regulation strategies. For example, when a student misbehaves and disrupts the class, the teacher will likely experience unpleasant emotions which could affect the performance of the teacher. In this case, teachers will

35

have to regulate their emotions in order to successfully deliver the lesson. Furthermore, failure to properly employ emotion regulation strategies will negatively affect the teacher.

Recommendations These recommendations are proposed by the researchers based on the results of the study: 1. From the results obtained in this study, teachers should be wary of their emotions to be displayed in the classroom, whether it is a positive or a negative emotion, by performing emotion regulation strategies. This is for the reason that emotion regulation will affect how teachers express their emotions. 2. Teachers should know how to properly manage their emotions by applying various emotion regulation strategies, for it is necessary in the teaching profession. With that, teachers will be able to prevent the likelihood of burnout. 3. School administrators should conduct seminars, forums, and conferences that tackle proper emotion regulation strategies. It is necessary for teachers to know how to properly regulate emotions since failure to do so is found to lead to burnout. 4. Teachers should have enough knowledge in handling and managing situations that can trigger the arousal of unpleasant emotions. Moreover, they should encourage themselves to be in a positive environment in order to be filled with pleasant emotions. , 5. Considering that teachers experience different emotion, teachers should give attention to certain emotions that should be regulated. 6. Teacher should minimize the use of emotion regulation specifically suppression since it is a significant factor that could lead to burnout. 36

7. Teachers should be careful on how they regulate their emotions for this could trigger the occurrence of burnout. In line with this, the teachers should keep a journal that would allow them to reflect on their daily performance in the class. 8. Future researchers who are interested in this study should also focus on other factors that would trigger emotions that would result to burnout. Other factors must be considered which would further explain as to how teaching emotions contribute to burnout.

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Sutton, R. E., & Wheatley, K. F. (2003). Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 15(4), 327-358. http://dx.doi.org/10.1023/A:1026131715856

Sutton R. E., Mudrey-Camino, R. & Knight, C. C. (2009) Teachers' Emotion Regulation and Classroom Management, Theory Into Practice, 48(2), 130-137. DOI: 10.1080/004058409027 76418

Taris, T. W., Le Blanc, P. M. Schaufeli, W. B., & Schreurs, P. J. G. (2005). Are there causal relationships between the dimensions of the Maslach Burnout Inventory? A review and two longitudinal tests. An International Journal of Work, Health & Organisations, 19(3), 238-255. https://dx.doi.org/10.1080/02678370500270453 Taxer, J. L. & Frenzel, A. C. (2015). Facets of teachers’ emotional lives: A quantitative investigation of teachers’ genuine, faked, and hidden emotions. Teaching and Teacher Education, 49, 78-88. https://doi.org/10.1016/j.tate.2015.03.003 Trigwell, K. (2011). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607-621. doi:10.1007/s11251-0119192-3

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Tugade, M. M., & Frederickson, B. L. (2007). Regulation of positive emotions: Emotion regulation strategies that promote resilience. Journal of Happiness Studies, 8(3), 311-333. DOI: 10.1007/s10902-006-9015-4 Yilmaz, K., Altinkurt, Y., Guner, M., & Sen, B. (2015). The Relationship between Teachers’ Emotional Labor and Burnout level. Eurasian Journal of Education Research, 59, 75-90. http://dx.doi.org/10.14689/ejer.2015.59.5 Zembylas, M. (2004). Emotional Issues in Teaching Science: A Case Study of a Teacher’s Views. Research in Science Education, 34(4), 343-364. https://doi.org/10.1007/s11165-0040287-6

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Mindanao State University ILIGAN INSTITUTE OF TECHNOLOGY Iligan City College of Education Department of Professional Education

Dear Sir/Ma’am, Greetings! The following undersigned are fourth year students taking up Bachelor’s Degree in Elementary Education major in English and presently conducting a research entitled “Teaching Emotions on Burnout: The Mediating Role of Emotion Regulation To In-Service Teachers”. This study seeks to examine if emotions influence burnout due to emotion regulation. We would like to invite you to become one of our respondents to answer the questionnaires attached herewith. Participation in the survey is entirely voluntary and there are no known or anticipated risks to participation in this study. All information you provide will be treated with utmost confidentiality and would be used only for academic purposes. Your name will not appear in any report or publication of the research. Your approval to join this study will be greatly appreciated. Thank you in advance for your interest and assistance with this research. God bless. I have read and understood the background information that you provided about your research. I recognize the possible demands this research study requires and thus, I volunteer to take part in the research. My participation is subject to the following conditions. 1. That adequate safeguard will be provided to maintain the privacy and confidentiality of my responses. 2. That my test results become part of the College of Education, Mindanao State University – Iligan Institute of Technology. Release of such information may be obtained only with prior approval from the Department Chairman/College Dean. I hereby agree to be one of the respondents in the said research study:

Respondent’s Name: Respondent’s Signature: Contact Information:

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Respondent’s Profile

Name: _________________________________________

Age: ______________

Contact Number: ____________________ E-mail Address: __________________ Name of School: ____________________________________________________________________ Gender:

Male

Civil Status:

Female

Single

Married

Divorced

Widow

Ethnicity: _____________________________________ Religion: ______________________________________ If no religion Socio – Economic Status: Years of Teaching: ______________________________ Length of Service: ______________________________ Subject Currently Taught: English

Math

Science

Others (Please Specify):___________

Type of School Taught: Public Private Highest Educational Attainment: College Masters Ph. D. Field of Specialization:

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TES (Frenzel, 2014) Instructions: The following statements are concerned with the level of your emotions in teaching. Respond to each statement by indicating how much you agree or disagree with it. Encircle the answer that best describes your opinion. Strongly Disagree 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37.

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Teaching my students and seeing them learn is a desirable event for me. Engaging with the students is an enjoyable event for me. I feel satisfied when I see my students’ learning. I find teaching in this school enjoyable. Teaching makes me happy. I enjoy teaching these students. I have so much fun teaching these students that I gladly prepare and teach my lessons. I teach these students with enthusiasm. I often have reason to be happy while I teach these students. I generally enjoy teaching. I generally have so much fun teaching that I gladly prepare and teach my lessons. I generally teach with enthusiasm. I often have reasons to be happy while I teach. I feel proud of my students’ accomplishments. I am proud teaching at this school. I feel honored to be a teacher. My students’ accomplishment’s motivates me to work better. I easily blame students for their failures. I feel angry towards myself when I feel unsatisfied with my students’ performance. I easily got mad when my students are misbehaving. I am sometimes irritated teaching at this school. I feel angry sometimes being in this profession. I sometimes run out of patience when teaching. I often have reasons to be angry while I teach these students. I often feel annoyed while teaching these students. Sometimes I get really mad at these students. Teaching these students frustrates me. I often have reasons to be angry while I teach. I often feel annoyed while teaching. Sometimes I get really mad while I teach. Teaching generally frustrates me. I feel worried when my students do not like me. I feel anxious when I am unsatisfied with my own teaching performance. I feel scared when I do not perceive myself as being capable of improving. I perceive my own potential to cope with uncertainties and threats as low. I feel nervous when I am unprepared to teach. I feel worried of not meeting expectations of the students.

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38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60.

I feel uncertain if I am fitted to this profession. I feel uninterested to work in this school. I feel tense and nervous while teaching these students. I am often worried that my teaching isn’t going so well with these students. I feel uneasy when I think about teaching these students. Preparing to teach these students often causes me to worry. I generally feel tense while teaching. I am often worried that my teaching isn’t going so well. Preparing to teach often causes me to worry. I feel uneasy when I think about teaching. I feel guilty whenever my students fail. I feel ashamed when I fail to provide an adequate instruction for my students. I feel guilty when my personal idea is being betrayed. I feel guilty when my standards and commitment are judged. I feel ashamed when I am not familiar with the subject I taught. Sometimes I feel ashamed of being a teacher. I feel bored teaching my students. I sometimes lack the energy about to teach. I am becoming weary of repetitive tasks of being a teacher. I feel pity towards my students whenever they fail. I feel pity towards my students when they do not understand the lesson. I feel pity towards myself as a teacher. I feel pity towards with the inadequacy of this school.

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MBI (Maslach and Jackson, 1986)

Instructions: The following statements are concerned with the level of your burnout in teaching. Respond to each statement by indicating how often you experience any of the following. Encircle the answer that best describes your opinion. Never 1 1. 2. 3. 4. 5. 6. 7. 8.

Few Times A Year 2

Once A Month 3

Few Times A Month 4

Once A Week 5

I feel emotionally drained by my work. Working with people all day long requires a great deal of effort. I feel like my work is breaking me down. I feel frustrated by my work. I feel I work too hard at my job. It stresses me too much to work in direct contact with people. I feel like I’m at the end of my rope. I feel I look after certain students impersonally, as if they are objects. 9. I feel tired when I get up in the morning & must face another day at work. 10. I have the impression that my students make me responsible for

Few Times A Week 6

Every Day 7

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some of their problems. 11. I am at the end of my patience at the end of my work day 12. I really don’t care about what happens to some of my students. 13. I have become more insensitive to people since I’ve been working. 14. I’m afraid that my job is making me uncaring. 15. I accomplish many worthwhile things in my job. 16. I feel full of energy. 17. I am easily able to understand what my students feel. 18. I look after my students’ problems very effectively. 19. In my work, I handle emotional problems very calmly. 20. Through my work, I feel that I have a positive influence on people. 21. I am easily able to create a relaxed atmosphere with my students. 22. I feel refreshed when I have been close to my students at work.

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ERQ (Gross & John, 2003) Instructions: We would like to ask you some questions about your emotional life, in particular, how you control (that is, regulate and manage) your emotions. The questions below involve two distinct aspects of your emotional life. One is your emotional experience, or what you feel like inside. The other is your emotional expression, or how you show your emotions in the way you talk, gesture, or behave. Although some of the following questions may seem similar to one another, they differ in important ways. For each item, please answer using the following scale: Strongly Disagree 1 1.

Strongly Agree 7

Neutral 2

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When I want to feel more positive emotion (such as joy or amusement), I change what I’m thinking about. 2. I keep my emotions to myself. 3. When I want to feel less negative emotion (such as sadness or anger), I change what I’m thinking about 4. When I am feeling positive emotions, I am careful not to express them 5. When I’m faced with a stressful situation, I make myself think about it in a way that helps me stay calm. 6. I control my emotions by not expressing them. 7. When I want to feel more positive emotion, I change the way I’m thinking about the situation. 8. I control my emotions by changing the way I think about the situation I’m in. 9. When I am feeling negative emotions, I make sure not to express them. 10. When I want to feel less negative emotion, I change the way I’m thinking about the situation.

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