Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals

To, Ken Hang; Yin, Hongbiao

doi:10.1007/s40299-021-00559-9

Cited by 13 publications

(16 citation statements)

References 33 publications

(59 reference statements)

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“…For example, if one teacher realizes that the team partner is fuming at an uncooperative student, he or she might try to calm the angry team partner down by whispering something into his or her ear. Co-regulation must not be equated with intrinsic interpersonal emotion regulation, which describes the regulation of the own emotions through social interactions (see To and Yin, 2021 for an example). By comparison, shared regulation means that people regulate their emotions through a common effort; so to say, this kind of regulation is two-sided in a team of two (Järvenoja and Järvelä, 2009;Gross, 2015).…”

Section: Adaptive and Maladaptive Emotion Regulation Strategiesmentioning

confidence: 99%

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

2022

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An important facet of teachers’ competence is their ability to regulate their emotions in the classroom in an adaptive manner. Recently, the advantages of teacher collaboration have sparked novel educational practices, such as team teaching, where two teachers are responsible for classroom teaching. Within this setting of complex interactions, not only students but also partner teachers are additional sources of teachers’ emotions and ensuing emotion regulation strategies. How team teachers choose to regulate and communicate their emotions, triggered by their team partners, may have significant consequences for collaborative practices and teacher well-being. Based on the process model on emotion regulation and the concepts of co- and shared regulation, the present study aimed to enhance our understanding of team teachers’ perspectives on how to regulate and communicate emotions. To this end, a qualitative interview study was conducted among 30 Austrian team teachers teaching in lower secondary schools. The results of a structuring qualitative content analysis revealed that team teaching is an educational practice that requires high amounts of emotion regulation. It was shown that team teachers regularly use strategies such as attentional deployment or reappraisal to prevent the experience of negative emotions. Team teachers’ rules regarding displays of emotion stipulated that positive emotions can be authentically shown, while negative emotions must be suppressed in front of students. Engaging in discussion with the partner teacher after class is frequently used to handle negative experiences. By making use of co- and shared regulation of emotions (e.g., situation modification), teachers also exploit the potential of team teaching concerning emotional support and workload relief. Encouragement, (shared) praise, and shared humor were also considered to be useful strategies to maintain positive emotions in order to foster successful collaboration. Implications concerning adaptive emotion regulation to foster fruitful team teaching practices are discussed.

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Section: Adaptive and Maladaptive Emotion Regulation Strategiesmentioning

confidence: 99%

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

2022

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“…The current COVID-19 pandemic puts higher demands on principals’ jobs, requiring them to be calm and optimistic when facing challenges and fast-changing policies. ECE practice is frequently stated to require a high degree of emotional work [ 9 ], and there are few studies exploring the specific effects of emotional work on principals’ emotional well-being [ 6 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…Empirical research has begun to elaborate on how principal emotions, as one of the professional capitals in addition to the other three (human, social, and decisional) capitals, add to the leadership repertoire of school principals [ 4 , 17 , 18 ]. ECE educators are subject to frequent and intense emotional work and kindergarten principals are described as “weather gauge of mood” in kindergartens [ 9 ]. Therefore, principals’ emotion regulation ability was considered an important personal resource, which may play a mediating role between job characteristics and OWB.…”

Section: Introductionmentioning

confidence: 99%

“…It addresses the following research gaps: it is the first quantitative study that focuses on kindergarten principals’ well-being and its antecedents and consequences. Previous qualitative studies [ 9 ] have explored how kindergarten principals regulate their emotions at school, and this study adopted the JD-R model to investigate these complex relationships. Second, the study explored kindergarten principals’ well-being from the emotional perspective, as they experience intense and frequent social interactions with different actors and encounter high emotional demands.…”

Section: Introductionmentioning

confidence: 99%

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A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation

Zheng

Dan

et al. 2022

IJERPH

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The position of school principal is emotionally demanding. Principals’ occupational well-being (OWB) can be influenced by their emotional work characteristics, and their emotional regulation plays a critical role. Based on the job demands–resources (JD-R) model, this study investigated the relationships between kindergarten principals’ OWB and its complex antecedents. Specifically, the study examined the influences among emotional job demands and trust in colleagues on kindergarten principals’ OWB factors (job satisfaction and emotional exhaustion), with a particular focus on the role of their emotion regulation strategies. Through an investigation of 618 kindergarten principals in China, the results showed that emotional job demands and trust in colleagues had different influences on principals’ OWB dimensions. Emotional job demands can enhance both principals’ suppression and reappraisal strategies, and trust in colleagues functions as an interpersonal resource for reappraisal. Principals’ emotion regulation strategies mediated the influence of work characteristics on OWB. Reappraisal is an important personal resource that can buffer the influence of work demands on OWB. The results may extend our understanding of principals’ emotional work. The implications on principals’ work and emotion regulation were further discussed.

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“…There are three qualitative papers and two quantitative papers across kindergartens and secondary schools. The first paper is by To and Yin (2021) The Hebrew University of Jerusalem, Jerusalem, Israel regulation strategies to fulfil their leading roles. Five principals linked their emotions to the psychosocial climate of the kindergartens, highlighting that emotion regulation is essential for the flourishing of the kindergartens.…”

mentioning

confidence: 99%

School Leaders’ Emotional Experiences and Capabilities: Perspectives, Challenges, and Prospects

Chen

Berkovich

Eyal

2021

Asia-Pacific Edu Res

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Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals

Cited by 13 publications

References 33 publications

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation

School Leaders’ Emotional Experiences and Capabilities: Perspectives, Challenges, and Prospects

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