The Impact of Chinese EFL Teachers’ Emotion Regulation and Resilience on Their Success

Abstract

Success in EFL/ESL contexts by teachers requires developing some essential characteristics consisting of several interacting variables and underlying constructs. With the rise of positive psychology, the concepts of resilience and emotion regulation and their roles in the EFL/ESL milieu have caught attention. In this line, the present study aims to investigate whether there would be any relationship among EFL teachers’ resilience, emotion regulation, and their success in the Chinese context. In addition, we tried to examine the predictive power of EFL teachers’ resilience and emotion regulation toward their success. To that end, an online Likert scale questionnaire including items on teachers’ emotion regulation, teachers’ resilience, and teaching success was distributed to 323 Chinese EFL teachers. The participants were selected based on convenience sampling. Spearman Rho correlation index and multiple regression analysis along with ANOVA were used to analyze the collected data. The findings showed a direct and positive correlation among EFL teachers’ emotion regulation, resilience, and success. Furthermore, it was indicated that EFL teachers’ resilience was more powerful in terms of predicting success than their emotion regulation. Our findings imply that teacher education programs can enhance EFL teachers’ success through training resilience strategies and emotion regulation skills.

Examining the effects of teacher self-compassion, emotion regulation, and emotional labor strategies as predictors of teacher resilience in EFL context

“…The last finding of this study was that teacher emotion regulation indirectly predicted teacher resilience via the mediation of emotion labor strategies. This finding is partially in line with previous research (e.g., Xie, 2021;Li and Lv, 2022;Shafiee Rad and Jafarpour, 2022) that highlight the significant relationship between these two constructs in Δχ 2 shows differences between model and the subsequent model; **p-value < 0.001.…”

“…Effective emotion regulation can help individuals maintain a positive outlook, manage stress, and bounce back from adversity (Beltman et al, 2011;Beltman, 2021). Teachers who are better able to regulate their emotions may be better equipped to handle the many stressors and challenges they face in their work, and may be more resilient as a result Day, 2007, 2013;Li and Lv, 2022).…”

The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model

“…At first, the term “resilience” was used to describe children’s capacity to overcome hardship and develop as a result of it ( Li et al, 2019 ). Early psychological research on resilience focused primarily on identifying distinct personality types and other protective variables that could lessen the negative effects of demanding life circumstances and promote positive adaptation ( Luthar and Cicchetti, 2000 ; Li and Lv, 2022 ). According to Richardson (2002) , there are three stages to the resilience process: the first involves identifying resilience traits and qualities, such as self-efficacy, that can help instructors overcome challenges; the second involves the adaptation process, in which the person tries to cultivate the resilience traits.…”

“…According to other studies, important characteristics of resilient teachers include having a positive attitude towards their work and high ethical standards ( Stanford, 2001 ), the ability to manage their classroom effectively and develop strong connections with their students ( Day, 2008 ), as well as possessing a good sense of humor ( Bobek, 2002 ). Researchers have studied various facets of teacher resilience in relation to the important contributions of teacher resilience to successful educational achievement ( Xie, 2021 ; Li and Lv, 2022 ). Also, Li and Lv (2022) aimed to find whether there is a link between EFL teachers’ resilience, emotion regulation, and success in the Chinese setting.…”

Tears and cheers: A narrative inquiry of a doctoral student’s resilience in study abroad

“…In relation to the empirical research on resilience, a majority of studies conducted to date have been focused on teacher resilience ( Beltman et al, 2011 ; Ainsworth and Oldfield, 2019 ). They include the exploration of relevant theories and theorization of teacher resilience ( Ebersoehn, 2014 ; Mansfield et al, 2016 ; Drew and Sosnowski, 2019 ; Hascher et al, 2021 ), the significance of resilience for teachers ( Gu and Day, 2007 ; Clara, 2017 ; Li and Lv, 2022 ), ways of fostering and sustaining teacher resilience ( Wang, 2021 ; Kowitarttawatee and Limphaibool, 2022 ), and the investigation into resilient features of teachers from a range of sociocultural contexts and educational levels ( Day and Hong, 2016 ; Peixoto et al, 2020 ; Gratacós et al, 2021 ; Xue, 2021 ; Chu and Liu, 2022 ; Gan et al, 2022 ; Wang and Lo, 2022 ; Wang et al, 2022 ). By contrast, the resilience of students is still an underexplored area.…”