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Emotional regulation goals and strategies of teachers

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Abstract

This study addresses two questions: what goals do teachers have for their own emotional regulation, and what strategies do teachers report they use to regulate their own emotions. Data were collected from middle school teachers in North East Ohio, USA through a semi-structured interview. All but one of the teachers reported regulating their emotions and there were no gender or experience differences in spontaneously discussing emotional regulation. Teachers believed that regulating their emotions helped their teaching effectiveness goals and/or conformed to their idealized emotion image of a teacher. Teachers used a variety of preventative and responsive emotional regulation strategies to help them regulate their emotions. Future research on teachers’ emotional regulation goals and strategies should examine the role of culture and the relationship of emotional regulation goals with teachers’ other goals, stress, and coping.

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Authors and Affiliations

  1. Department of Curriculum & Foundations, Cleveland State University, 2121 Euclid Ave, Cleveland, OH, 44114-4435, USA

    Rosemary E. Sutton

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  1. Rosemary E. Sutton
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Correspondence to Rosemary E. Sutton.

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Sutton, R.E. Emotional regulation goals and strategies of teachers. Soc Psychol Educ 7, 379–398 (2004). https://doi.org/10.1007/s11218-004-4229-y

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