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Abstract
Teachers are important influences on children’s development in multiple domains; and teachers’ emotional expressiveness is a particularly salient influence on children’s social, emotional, and academic development. Well-validated observational measures of teachers’ emotional expressiveness are available, yet observational methods are not feasible for many researchers. Given the need for valid and reliable self-report measures of teachers’ emotional expressiveness, the present study of pre-kindergarten through second-grade teachers (n = 29) describes a novel adaptation of the widely used Self-Expressiveness in the Family Questionnaire for use by teachers. Highly consistent with the original measure, the adaptation yields a two-factor structure; and the positive and negative expressiveness scales demonstrate strong internal reliability and test–retest reliability. Limitations, directions for additional research, and applications are discussed.
Notes
No potential conflict of interest was reported by the author(s).