Abstract
The aim of this study is to develop and validate the School’s Emotional Climate scale. To this end, 683 teachers working in elementary and middle schools were recruited. An item pool with 39 items was created based on an extensive literature review and expert opinions. The items were reviewed by experts and seven items were dropped out from the item pool. EFA was conducted with 32 items. Based on the results of EFA, thirteen items were removed, which left 19 items with three factors. In order to test this structure, CFA was conducted. According to the CFA results, the scale was found to be reliable, which is also proved through Cronbach alpha reliability coefficient values. The final form of the scale consisted of 19 items with three factors entitles as emotional association, empathy, and emotional fatigue. The limitations and suggestions for future research is discussed.
Highlights
There exist many emotions for human beings to experience in and out of work and they are indispensable of life and determinant of behaviors (Erkuş & Günlü, 2008)
The scale was administered to 347 participants who did not participate in the first stage of the study in which data was collected for Exploratory Factor Analysis (EFA)
There exist many scales to measure, in work life, the emotional climate created by the emotional interactions among people
Summary
There exist many emotions for human beings to experience in and out of work and they are indispensable of life and determinant of behaviors (Erkuş & Günlü, 2008). Work life, which encourage people to socialize, brings love, anger, fear, happiness and so on (Seçer, 2005). Emotions need be managed carefully since they can have a positive or negative effects on life (Akın, 2004; Kervancı, 2008). Since employees’ emotions are the factors that affect the emotional climate of an organization, those emotions need to be managed carefully (Kervancı, 2008). While there is a common happiness and joy in a positive emotional climate, there is a common sadness, fear or anger in a negative emotional climate (Tobin et al, 2013; Turner, 2007). It is critical for organizations to provide emotional climate-related training programs for individuals or groups working in the organization (Kırel, 2007)
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