EXAMINING THE ROLE OF IMPLICIT BELIEFS AND TEACHING ACHIEVEMENT GOALS IN THE DEVELOPMENT OF TEACHING EMOTIONS IN FILIPINO IN- SERVICE TEACHERS
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Abstract
Despite strong support for the study of how implicit beliefs of emotion and achievement goals affect emotion, none have studied these in the context of teaching. This study aims to examine how implicit beliefs of emotions affect teaching emotions through achievement goal orientation. This study, wherein a total of 428 teachers from public elementary and high schools in Iligan City, Lanao Del Norte were chosen through cluster random sampling, gathered data through the use of questionnaires: implicit beliefs questionnaire (IBEQ), teaching emotions questionnaire (TEQ) and achievement goal questionnaire (AGQ) which were all validated and psychometrically cross-examined. All statistical procedures were performed using the Statistical Package for the Social Sciences (SPSS) Version 20. These implicit beliefs appeared to have a positive significance towards teaching achievement goals (IB to PAp= 1.02%, IB to PAv= 1.03%, IB to MAp= 3.32%, IB to MAv= 1.90%, IB to PAp= 0.92%) and is also a significant predictor of teaching emotions (IB to Ang=2.32%, IB to= Anx=3.30%, IB to En = 1.37%). It was also found that achievement goals were shown to be predictors of teaching emotions (MAp to En=32.03%, MAptoAng=14.53%, MAv to Ang=6.85%, MAptoAnx=10.96%, MAvtoAnx=4.04%, PAp to Anx=6.35%). Finally, teaching achievement goals were found out to be significant mediators of implicit beliefs of emotions and teaching emotions.
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