Examining the Association Between Teachers’ Emotion Regulation and Self-Efficacy Across New and Experienced Teachers

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 4
  In Roundtable Session: Emotion, Well-Being, Efficacy, and Resilience: Social Emotional Learning in Teacher Education (Table 9)

Abstract

Understanding the differences in the association between teacher emotion regulation and self-efficacy across new and experienced teachers is critical for providing targeted professional development and improving teacher mental health. This study sampled 119 middle and high school teachers in China. Multiple-group path analysis revealed a positive relationship between cognitive reappraisal and classroom management efficacy for both new and experienced teachers, with no significant difference in strength between groups. Additionally, a significantly positive relationship was found between cognitive reappraisal and self-efficacy in teaching and support for experienced teachers but not for new teachers. Preliminary results suggest cognitive reappraisal may be a stronger predictor of self-efficacy for experienced teachers. With a larger sample size planned, we anticipate more accurate and consistent results.

Authors

• Fang Wang, University of South Carolina

• Ruiqin Gao, University of South Carolina

• Tiejun Zhang, University of South Carolina

• Dacheng Wang, Hanyang School District, Wuhan