The aim of this study was to adapt the scale developed by Hong et al. (2016) to the Turkish culture, to revise the scale as six dimensional by adding the dimensions of hope and frustration and to determine the views of the teachers. The research was carried out with three groups consisting of teachers working in secondary schools in different cities of Turkey. In the study, firstly linguistic equivalence was provided (r=0.849, p<0.01), then the scale was submitted to expert opinion and dimensions were added to the scale after it was revised. As a result of the EFA performed to determine the construct validity of the scale, it was determined that the factor loads ranged between 0.609 and 0.855 and the CFA result was in good agreement with the model. Cronbach's alpha coefficients ([alpha]=0.749-[alpha]=0.896) and item-total correlations (r=0.502-0.813) revealed the reliability of the scale. In addition, significant relationships between the dimensions (r=-0.166-0.581) showed that the internal consistency of the scale was ensured. The scale which was finalized as six dimensions and twenty-seven items was applied to teachers (N=732). It was found out that teachers' views were "I certainly do not agree" in the dimension of Anxiety, "I agree" in the dimension of Pride, "I certainly agree" in the dimensions of Enjoyment and Hope and "I do not agree" in the dimension of Anger and Frustration.