A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

Abstract

Abstract-This study aimed to explore the nature of emotion regulation behavior among EFL teachers. To this end, semi-structured interviews were conducted with 18 EFL teachers teaching general English courses in both private language institutes and public schools in Iran. All interviews, conducted in Farsi, were first transcribed and translated into English. Then, through the use of conceptual content analysis technique, the data were scrutinized for emotion regulation strategies. Overall, five main categories, namely, Teaching Context Preference / Avoidance, Teaching Context Adjustments, Attention Direction, Reappraisal, and Reactive Strategies emerged in the interviews. The emerging categories from the conceptual content analysis corresponded, to a great extent, to the Process Model of Emotion Regulation proposed by Gross (1998).

Teacher’s emotional labor demands: a study in a federal educational institution

“…Em consonância com esses achados, os estudos de Yin et al 2017e Näring et al (2012) apontam que a alta frequência e intensidade da interação com os alunos exige considerável trabalho emocional, o que tem sido associado ao esgotamento emocional. Outros achados apontam que características pessoais dos alunos podem afetar o professor e influenciar na realização do trabalho emocional atenuando ou ampliando o esforço de autorregulação (Akbari et al, 2017). Por exemplo, o estudo de Yin (2015) oferece evidências de que, na interação com estudantes mais jovens, há mais espaço para a expressão genuína das emoções, enquanto com os mais velhos ou intelectualmente maduros exigese maior controle emocional do professor.…”

“…Recentemente, tem havido um crescente interesse no gerenciamento das emoções no contexto educacional (e.g., Akbari, Samar, Kiany & Tahernia, 2017;Taxer e Gross, 2018). Ainda que alguns estudos destaquem a importância das emoções positivas e negativas na qualidade do processo de ensinoaprendizagem e na interação professor-aluno, com impactos na saúde física e mental de docentes e discentes (e.g., Cross & Hong, 2012;Gondim, Loiola & Borges-Andrade, 2015), o estudo do trabalho emocional (TE) do professor ainda é pouco explorado na literatura internacional (e.g., Yin, Huang & Lee, 2017) e principalmente nacional.…”

Can we study emotion regulation via qualitative analysis? Current status and future prospects

“…V štúdiách realizovaných na učiteľoch sa niektoré (viď Akbari et al, 2017;Hosotani, ImaiMatsumura, 2011) inšpirovali štruktúrou rozhovoru od Suttonovej (2004), ktorá začína otázkou smerovanou na konkrétnu situáciu, pokračuje sondami do tejto situácie a napo kon vyústi v abstraktnejšie otázky týkajúce sa zvládania emócií naprieč rôznymi situáciami. Najviac sa z trendu vymykala procedúra Jiangovej et al 2016, ktorí kládli otázky na stratégie regulácie podľa jednotlivých základ ných emócií, čiže pýtali sa zvlášť na zvládanie hnevu, strachu atď.…”

“…Ide pritom o stratégiu na úrovni modifikácie si tuácie. Učiteľ zas môže ignorovať nevhodné správanie žiaka (Akbari et al, 2017), čo predstavuje variant re gulácie emócií na úrovni zamerania pozornosti. Štú die zahrnuté do tohto prehľadu identifikovali takýchto špecifických variant stratégií pomerne veľké množstvo a sú informatívne pre tú -ktorú doménu, avšak nemajú širšie teoretické implikácie.…”

Investigation of EFL Student Teachers’ Emotional Responses to Affective Situations during Practicum

“…Similarly, research on teaching practicum has focused on issues such as practicum-related concerns and student teachers' knowledge, attitudes, motivation, thoughts, and beliefs. Unsurprisingly, student teachers' emotions during practicum are the least investigated topic (Abou-assali, 2013;Akbari, Samer, Kiany & Tahernia, 2017;Nguyen, 2014;Sutton & Wheatly, 2003;Zembylas, 2003). To address this research gap, the current study aims to expand the literature on EFL teachers' emotions by investigating the emotional responses of EFL student teachers to various affective situations encountered during practicum and the coping strategies they use to enhance positive emotions and reduce negative ones.…”