engleski

Teacher Emotion Regulation Strategies in the Classroom: Associations with Teaching Quality and Student-Teacher Relationship

Teaching is an emotional endeavor. To prevent interference of emotions with their job performance, teachers use different emotion regulation strategies which can have distinct effects on teaching quality and their relationship with students. Thus, in the present research, we examined the associations of emotion regulation strategies (i.e., reappraisal, suppression, and genuine expression of emotions) with three basic dimensions of teaching quality (i.e., cognitive activation, classroom management, and supportive climate) and student-teacher relationships (i.e., closeness and conflict). In total, 1, 043 Croatian secondary-school teachers, who provided self-reports on their emotion regulation strategies, were matched with 18, 673 of their students, who rated the teaching quality and student-teacher relationship. A multilevel analysis indeed indicated distinct associations of emotion regulation strategies with teacher performance–genuine expression of emotions was positively related to teaching quality, while suppression was negatively related to both teaching quality and student-teacher relationship. Surprisingly, reappraisal was unrelated to analyzed outcomes.

teachers ; emotion regulation ; teaching quality ; student-teacher relationship

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