Exploring Emotional Control Strategies Used by Teachers in Managing Student Misbehavior in the Classroom (original) (raw)
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Teacher emotion regulation strategies in response to classroom misbehavior
Teachers and Teaching, 2020
This research examined how teachers regulate their emotions in the context of student misbehaviour and what the affective consequence of this regulation is for teachers. In Study 1 we descriptively examined which strategies teachers use to regulate their emotions in response to student misbehaviour and found that teachers use a variety of strategies to regulate their emotions. In Study 2, using an Experience Sampling Method, we examined how teachers' traitlevel emotion regulation impacts their in-the-moment affective experiences and modulation strategies in the context of classroom misbehaviours. Results indicate that teachers who typically reappraise have the least negative affective experiences in the context of student misbehaviour and are less likely to suppress their in-themoment negative emotions. This study adds to our understanding of how teachers could regulate their negative emotions when dealing with student misbehaviour in an adaptive way. Findings signify the importance of examining the efficacy of other regulation strategies.
Motivation and Emotion
Compared with other professions, teachers in P-12 schools appear to experience a higher level of emotional exhaustion (see review in Maslach et al. in Ann Rev Psychol 52(1):397, 2001; Schaufeli and Enzmann in The burnout companion to study and practice: a critical analysis, Taylor & Francis, Philadelphia, 1998). The purpose of this study is to examine teacher emotions within the context of teachers’ appraisals and the ways they regulate and cope with their emotions. The study explores teachers’ appraisals of disruptive classroom behavior situations and investigates the adaptive coping and emotion regulation strategies that ease teacher burnout. Data were collected from 492 teachers in the US Midwest and subjected to hypothesis testing using structural equation modeling. The model provides evidence supporting a pathway between teachers’ antecedent judgments and their experience of emotion, as well as providing evidence for how the consequent emotions contribute to teachers’ feelings ...
Teachers'_ Emotional_ Educational_ Reactions.pdf
Disruptive behaviour and conduct problems among children have a significant effect in their school presence, and affect the quality of their interactions with their teachers. As a consequence, teachers face difficulties in their work, resulting in higher dropout rates and burn out, while students are not supported adequately. The present review discusses the need for teachers working with children exhibiting challenging behaviour to receive help from professionals, in order to gain better insight into the psychological processes of such children. Studying the interaction between disruptive children and their teachers within the classroom, it can be deducted that each child requires an understanding of the roots of their problematic behaviour, as it is critical to find out which clinical/ therapeutic or psychosocial/psycho-educational intervention fits best each case. The need for the implementation of a holistic model that incorporates therapeutic interventions in school is explained; it is critical to integrate counsellors, who will connect with the children and alleviate part of the stress that causes the disruptive behaviour. Meanwhile, the role of counsellors in this context should be to facilitate communication among students and teachers, helping the latter to gain a psychodynamic insight into each case, and to handle conscious or unconscious hostile feelings and rejecting attitudes toward the -problematic‖ pupil. Finally, key points are presented that summarize the steps that need to be done in order to develop a productive and functioning relationship among all parts within a school framework.
2020
Teachers often struggle with their negative emotions and attempt to regulate these emotions while disciplining their disruptive students. This study was designed to develop an understanding of the perceptions and experiences of novice public-school teachers regarding the challenges they create for themselves because of their negative emotional-expressive behavior in the classroom. This study also explored the variety of self-regulation strategies that teachers use to manage their vocal and physiological expressions of negative emotions. This study used a basic qualitative research design. A purposive sampling technique was used to select 20 novice teachers from public-elementary schools in Lahore, all having less than three years of experience. The data were collected through semi-structured interviews of the participants. Thematic analysis of the interview data revealed that the teachers were aware of the fact that many classroom management challenges were created by their own nega...
ThE METhODs Of NEgATIVE EMOTIONs MANAgINg BAsED ON ThE TEAChERs' CONTROL gROUP REsEARCh
B e a t a P a w ł o w s k a , P i o t r C h o m c z y ń s k i ABsTRACT In our article we will try to answer the following questions: how do the teachers in the pedagogical centres and the primary schools cope with the negative emotions? What kind of techniques and strategies do the teachers use to manage their emotions in difficult situ-ations? The theoretical background constitutes Arlie Hochschild's theory and conception of Theodore D. Kemper. We consider whether teachers' demonstration of emotions during their work (teaching process) is a method to achieve a fixed goal or rather a random behavior and whether an emotional expression is some instrumental operation or an accidental one? Can emotional work be considered by teachers? Do people who embody in the teacher's role simultaneously accept the rules of behavior, including emotional behavior? Finally, whether the emotions revealed in the teachers' work are the result of possessed power and status? As the result of conducted research, teachers employed in educational institutions revealed negative emotions more rarely towards educational reforms than the teachers working in the public schools. The basis of this regularity stems from the fact that employed staff fulfill firstly the pedagogical and later educational function in the Reform-atory and youth Detention Centres. In public institutions such as primary schools the situation is opposite. Generally, we conclude that the longer the occupational experience of the teacher, the better strategy to deal with negative emotions. young teachers used to rely on their older colleagues experience and reflections or use a trial-and-error-method to cope with the negative emotions at work. 213 The Methods of Negative Emotions Managing
Frontiers in Psychology, 2022
The purpose of this paper is twofold: firstly, to explore the emotional aspects underlying classroom conflict management, and secondly, to apply these notions to the contrasted analysis of two case studies. Our findings underscore the importance of examining teachers' emotional regulation to better understand their performance when dealing with conflicts that affect classroom climate. In the final section, we make suggestions for introducing this perspective into initial teacher training through the use of Virtual Reality, a scenario that would allow pre-service teachers to experiment, record and reflect on affective and attitudinal issues that are decisive for effective classroom conflict management.
Based on emotional response theory (ERT), recent researchers have observed connections between teachers' communication behaviors and students' emotional reactions. In the present study, we further elaborated ERT by exploring the effects of teacher communication behaviors and emotional processes on discrete negative emotions, including anger, anxiety, shame, hopelessness, and boredom. Using cross-sectional survey data, we tested a hypothesized predictive model using structural equation modeling; the model was observed to fit well with the data. When teachers lack immediacy, are unclear, and/or demonstrate poor communication competence, students tend to report heightened negative emotional reactions. These effects are mediated by students' perceptions of social support from their teacher and their perceived need for emotion work in the class. Practical and theoretical implications of these findings are discussed.