Exploring Emotional Control Strategies Used by Teachers in Managing Student Misbehavior in the Classroom (original) (raw)

The purpose of this study was to gain insight into the emotional control exercised by teachers in managing students' misbehavior. Through the use of critical case purposive sampling, a single participant was selected-a teacher currently working at a school that offers a wide range of programs covering various levels of education from preschool to graduate studies-whose experiences with emotions in the classroom were deemed to be of utmost importance and relevance to this study. This study employed a phenomenological descriptive design to explore the participant's experiences in controlling his emotions when handling students' misbehavior in the classroom. The social cognitive and cognitive appraisal theories of emotions were used as a framework, as these theories suggest that a person's actions or responses to stimuli are always evaluated for their social impact, particularly in terms of their impact on relationships. The results of the study revealed four main themes, including "expects the class to be quiet and properly behave", burnout, "reacts emotionally when the class does not behave properly", "does positive actions to cope the negative feelings", and fifteen subthemes. These themes are considered to be crucial to creating a positive learning environment and avoiding emotional dysregulation in the face of disruptive student behavior. The analysis also indicated a need to focus on unpleasant emotions, as these can contribute to burnout, emotional exhaustion, and unregulated teacher behavior in the classroom. Reflecting on and managing emotions is crucial to reducing discomfort and improving the relationship between students and teachers in the classroom.