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THE DETERMINATION OF THE EMOTIONAL SITUATIONS OF PRESCHOOL TEACHERS IN WORKING HOURS

Abstract

Author(s): Dicle AKAY, Merve TEZEL

Emotions affect the behaviors of individuals in both daily life and organization. School administrators do not usually take care of the emotions of teachers showing emotional labor extremely. This can cause negative results such as burn-out, anxiety and job insatisfaction. It is necessary to look at primarily emotional situations of teachers during the process in their working hours in order to prevent the negative results that can emerge and present the solutions. Thus, the aim of this study is the determination of the emotional situations of teachers within their working hours. 49 female preschool teachers saying that they willingfully choose and satisfy their jobs participated to the study. The data in the study that descriptive method was used were collected with Emotion Situation Chart prepared by considering the emotion categories and types of Weiss ve Cropanzano (1996). Teachers fulfilled the chart at the start, mid and end of the working hour, As a result of the frequency analysis, while teachers felt high positive emotions at the start and mid of the working hour most, these emotions had started to reduce at the end of the working hours. High negative emotions were found as the least felt emotions by teachers during the working hours. While tenseness and stress that are high negative emotions increased to the mid of the working hours, they reduced to the end of the working hours. While fatigue that is low negative emotion and comfortableness that is low positive emotion constantly increased during the working hours, it was saw that teachers felt least cheerful and happy at the end of the working hours when high positive emotions were looked. It is suggested the presenting of participation opportunity to various emotion regulation activities by administrators and keeping of experts that teachers can consult.

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