Liu, Y., Soh, L.-K., Trainin, G., Nugent, G., & Smith, W. M. (2024). Investigating relationships of sentiments, emotions, and performance in professional development K-12 CS teachers. Computer Science Education NCSE. https://doi.org/10.1080/08993408.2023.2298162
Authors
- Yi Liu, School of Computing, University of Nebraska-Lincoln
- Leen-Kiat Soh, School of Computing, University of Nebraska-Lincoln
- Guy Trainin, Dept of Teacher Learning Teacher Education, University of Nebraska-Lincoln
- Gwen Nugent, Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln
- Wendy M. Smith, Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln
Background and Context: Professional development (PD) programs for K-12 computer science teachers use surveys to measure teachers’ knowledge and attitudes while recognizing daily sentiment and emotion changes can be crucial for providing timely teacher support.
Objective: We investigate approaches to compute sentiment and emotion scores automatically and identify associations between the scores and teachers’ performance.
Method: We compute the scores from teachers’ assignments using a machine-assisted tool and measure score changes with standard deviation and linear regression slopes. Further, we compare the scores to teachers’ performance and post-PD qualitative survey results.
Findings: We find significant associations between teachers’ sentiment and emotion scores and their performance across demographics. Additionally, we find significant associations that are not captured by post-PD qualitative surveys.
Implications: The sentiment and emotion scores can viably reflect teachers’ performance and enrich our understanding of teachers’ learning behaviors. Further, the sentiment and emotion scores can complement conventional surveys with additional insights related to teachers’ learning performance.