Rasch Derived Teachers' Emotions Questionnaire.

The purpose of this research was to estimate the reliability of the scores produced from and validity of the inferences drawn from the revised 90-item Teachers' Emotion Questionnaire consisting of three measures: frequency of emotional expressivity, self-efficacy for regulation of emotional expressivity when teaching, and self-efficacy for regulation of context-specific emotional expressivity. A void exists in an instrument assessing teachers' regulation and communication of their emotions. One-hundred seventeen practicing teachers participated in this study at Time 1 and 46 at Time 2. Rasch rating scale analyses indicated sufficient item and person separation and reliability and some support for the construct validity of the inferences drawn from the measures. Test re-test reliability for the person estimates was supported for all three measures over a four-week period: r=.592, p<.001, r=.473, p<.01, and r=.641, p<.001, respectively. Concurrent validity for the self-efficacy for regulation of emotional expressivity when teaching measure with the re-appraisal and suppression sub-scales on the Emotional Regulation Questionnaire (Gross and John, 2003) was supported at Time 1. Modifications to rating scales and future directions for assessing teachers' emotions based on these results are discussed.