Mohadeseh Rahimi; Ghasem Modarresi
Abstract
The current study, following a mixed-methods design, aims to determine the possible predictors of teacher success in teacher emotions, teacher energy, and teacher time perspective. The study also explores the role that teacher emotions, teacher energy, and teacher time perspective perform in teacher ...
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The current study, following a mixed-methods design, aims to determine the possible predictors of teacher success in teacher emotions, teacher energy, and teacher time perspective. The study also explores the role that teacher emotions, teacher energy, and teacher time perspective perform in teacher success. In so doing, a number of 234 secondary school teachers participated in the study based on criterion sampling, and a pool of seven teachers participated in the qualitative phase of the study based on the data saturation method. The results obtained from the Pearson correlation coefficient confirmed a significant relationship between teacher emotions, teacher energy, teacher time perspective, and teacher success. Moreover, the results of Multiple Regression revealed that the possible predictors of teacher success were teacher emotions and teacher time perspective. Following inter-rater and inter-coder reliability, the commonalities elicited from teachers’ responses to the interviews yielded six codes. Finally, the study offers some practical implications for teachers.
Reza Pishghadam; Shima Ebrahimi; Ali Rajabi Esterabadi; Amin Parsae
Abstract
Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it ...
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Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it sought to investigate which types of emotions are typically experienced with different concern types, and which one is deemed as the most desirable one among students. As the first step, five different scenarios measured the emotions experienced by each type of concern (i.e., apathy, sympathy, empathy, metapathy, and transpathy). The scenarios’ validity was verified with the consolation of professionals. The data obtained from 104 participants revealed that transpathy enjoys the highest percentage of positive emotions, and subsequently, transpathic teachers are deemed as the most successful ones. However, despite being overly concerned, negative emotions were also attributed to metapathatic and transpathic teachers, reaffirming the friction previously mentioned in studies.
