The topic of teacher emotions has gained increasing research attention over the past years. Initial predominantly qualitative inquiry methods have been complemented by quantitative ones, and different instruments to measure teacher emotions have been developed. These instruments mainly stem from Western, educated, industrialized, rich, and democratic (WEIRD) countries, and yet it is still unknown if these instruments are of universal cultural functionality. The current study aimed to validate the Teacher Emotions Scale (TES) in the low-to-middle income, Southeastern European country of Kosovo. Findings from N = 258 teachers in Kosovo provide evidence that TES-Albanian operates equivalently in terms of factor structure as the original German version of TES and the English version. Supporting the external validity of the scale, we found consistent low-to-medium relationships between the three emotions measured with the TES (enjoyment, anger, and anxiety) with other teachers’ experiential and behavioral constructs such as positive and negative affect, job satisfaction, burnout, self-efficacy, and the teacher–student relationship. Overall, we conclude that TES can effectively be translated into different languages to measure teacher emotions also in non-WEIRD cultural contexts.

中文翻译：

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教师情绪：阿尔巴尼亚语教师情绪量表的验证

近年来，教师情绪这一话题受到越来越多的研究关注。最初以定性为主的探究方法已得到定量探究方法的补充，并且开发了不同的衡量教师情绪的工具。这些工具主要源自西方、受过教育的、工业化的、富裕的和民主的（WEIRD）国家，但这些工具是否具有普遍的文化功能仍然未知。当前的研究旨在验证东南欧中低收入国家科索沃的教师情绪量表（TES）。N的调查结果 = 科索沃 258 名教师提供的证据表明，TES-Albanian 在因子结构方面与 TES 的原始德语版本和英语版本等效。为了支持该量表的外部效度，我们发现用 TES（享受、愤怒和焦虑）测量的三种情绪与其他教师的经验和行为结构（如积极和消极情感、工作满意度）之间存在一致的低到中等关系。 、倦怠、自我效能感和师生关系。总的来说，我们得出的结论是，TES 可以有效地翻译成不同的语言，以衡量非怪异文化背景下的教师情绪。