Table 2.
Teacher Emotion Inventory (TEI), performance-based accountability (PBA), and Zhongyong thinking (ZYT) factors, items, and factor loadings.
| Scale and items | Factor loading | Cronbach’s alpha | |
|---|---|---|---|
| Teacher Emotion Inventory (TEI) | 0.92 | ||
| Love | I love to witness my students’ growth. | 0.71 | 0.89 |
| I love to make contributions to my student learning. | 0.76 | ||
| I love being a teacher since I can gain a sense of achievement. | 0.88 | ||
| I am passionate about the nature of teaching. | 0.91 | ||
| I love being a teacher because it is a profession which can obtain respect and recognition from society. | 0.76 | ||
| Joy | I am glad to see my students engage with learning. | 0.94 | 0.86 |
| I feel motivated when my students apply what I taught. | 0.94 | ||
| I enjoy adopting innovative ideas in my teaching. | 0.79 | ||
| I am glad that students enjoy my teaching. | 0.63 | ||
| I feel motivated when obtaining support from school leaders. | 0.58 | ||
| Anger | I feel annoyed when I fail to optimize my students’ learning attitudes. | 0.74 | 0.85 |
| I feel annoyed when my students do not get along well with me. | 0.80 | ||
| I feel angry if my profession has been abused. | 0.68 | ||
| I am indignant when the society and/or public blame teachers without any evidence. | 0.72 | ||
| Sadness | I feel sad when my students behave badly. | 0.83 | 0.93 |
| I am frustrated if my students do not take ownership for their own learning. | 0.92 | ||
| I feel frustrated when the activity design does not work as expected. | 0.92 | ||
| I feel frustrated when my professional beliefs are conflicting with the requirements of education reforms. | 0.84 | ||
| Fear | I am worried about how to improve student achievement. | 0.67 | 0.88 |
| I feel pressurized from heavy workload (e.g., preparation work). | 0.74 | ||
| I am worried about whether I could gain the appropriate opportunities for improvement. | 0.77 | ||
| I feel pressurized from the unhealthy competition among colleagues. | 0.84 | ||
| I feel pressurized from irrational parents. | 0.84 | ||
| Performance-based accountability (PBA) | 0.82 | ||
| PBA | Student performance on state tests is weighed heavily on tenure decisions. | 0.76 | |
| Student performance on state tests is weighted heavily in determining my teacher evaluations. | 0.94 | ||
| Student performance on state tests is weighted heavily in determining my raises/merit/performance pay. | 0.67 | ||
| Zhongyong thinking (ZYT) | 0.93 | ||
| Multithinking | When in a discussion, I will consider conflicting opinions at the same time. | 0.61 | 0.85 |
| I tend to think about the same thing from many different perspectives. | 0.87 | ||
| I can listen to all the opinions when decisions are made. | 0.91 | ||
| When making a decision, I will consider every possible situation. | 0.71 | ||
| Holism | I often try to find acceptable opinions in a situation of disagreement. | 0.63 | 0.85 |
| I attempt to find a balance between my opinions and those of others. | 0.74 | ||
| I will adjust my original idea after taking into account the views of others. | 0.81 | ||
| I anticipate I will acquire common views from discussion. | 0.75 | ||
| I attempt to compromise my own opinions from those of others. | 0.77 | ||
| Harmoniousness | I usually express conflicting opinions in a tactful way. | 0.77 | 0.87 |
| While deciding on opinions, I attempt to enable the minority to accept opinions of the majority harmoniously. | 0.83 | ||
| I usually consider the harmony of the whole when deciding on opinions. | 0.74 | ||
| While making my decisions, I usually adjust my method of expression for the sake of the harmony of the whole. | 0.83 | ||