The current research investigated the psychometric characteristics of the Turkish adaptation of the Teacher Emotions Scale (TES). Study I included a sample of 164 Turkish middle school teachers, and Study II included a sample of 222 mathematics teachers. The three-emotion factor model was confirmed in both studies with satisfactory reliability estimates. This model was invariant across gender. In addition, the latent mean structure analyses revealed no significant differences in teacher emotions by gender. Regarding convergent validity, teacher emotion scores showed a significant relationship with teacher self-efficacy. Thus, the Turkish version of the TES demonstrated sound psychometric characteristics for measuring teachers’ academic emotions in educational contexts.

目前的研究调查了土耳其语适应教师情绪量表 (TES) 的心理测量特征。研究 I 包括 164 名土耳其中学教师的样本，研究 II 包括 222 名数学教师的样本。三情绪因素模型在两项研究中都得到了证实，并具有令人满意的可靠性估计。该模型在性别上是不变的。此外，潜在平均结构分析显示，教师情绪在性别方面没有显着差异。关于收敛效度，教师情绪得分与教师自我效能感显着相关。因此，土耳其语版本的 TES 展示了在教育环境中测量教师学术情绪的良好心理测量特征。