Teachers’ Emotions, Emotion Regulation, and Classroom Management Efficacy

• In Event: Poster Session 15
  In Poster Session: Instructional and Learner Factors That Affect Student Outcomes

Abstract

This study integrates emotion regulation theory with the emotional labor concept in the education context. Specifically, we examined how teachers’ emotions are related to teachers’ emotion regulation strategies and classroom management self-efficacy. Secondary school teachers (N=140) completed questionnaires assessing emotions, emotion regulation, and classroom management self-efficacy. Reappraisal (cognitive change to modify emotions) positively correlated with deep acting (internal feelings modification), whereas suppression (response modification) positively correlated with surface acting (emotional expressions modification). Reappraisal positively correlated with enjoyment, while deep acting positively correlated with enjoyment and negatively with anger. Moreover, suppression positively correlated with anxiety, while surface acting positively correlated with anxiety, anger, and frustration, and negatively with enjoyment. Finally, significant relationships between teachers’ emotions and classroom management self-efficacy were found.

Authors

• Mikyoung Lee, University of Munich

• Paul A. Schutz, The University of Texas - San Antonio

• Jamie Taxer, Ludwig-Maximilians-Universität München

• Reinhard Pekrun, University of Essex

• Elisabeth Meier, University of Munich

• Xiyao Xie, University of Munich