RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND THEIR PROFESSIONAL RESILIENCE

This study primarily investigated the association between the instructional emotions and professional resilience levels of physical education and sports teachers. Additionally, the study revealed the participants' instructional emotions and professional resilience levels and compared these two variables by some demographics. To this end, the study employed a quantitative approach utilizing three different designs: correlational, descriptive survey, and causal comparison. The study population included 429 physical education and sports teachers working in the central district of Batman, and the sample included 202 teachers selected through convenience sampling. Data were collected using three instruments: the “Demographics Information Form,” the “Teachers’ Instructional Emotions Scale,” and the “Teacher Professional Resilience Scale.” Prior to data analysis, the normality of the data distribution was assessed, confirming a normal distribution. Thus, parametric tests were employed for analysis. The Pearson Moment Correlation Coefficient was used to reveal the relationships between variables, while t-tests and ANOVA were applied to compare group differences. The findings revealed that participants generally experienced positive instructional emotions more frequently, and their professional resilience levels were high. Additionally, the findings suggested that pleasure showed statistically significant differences by gender and marital status. In contrast, anxiety varied significantly by education and experience while hope significantly differed by education. Lastly, a positive relationship was identified between professional resilience and positive emotions, and a negative relationship with negative emotions.