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Teachers' emotion regulation in coping with discipline issues: Differences and similarities between primary and secondary schools.

Authors :
Tarantul, Arina
Berkovich, Izhak
Source :
Teaching & Teacher Education. Mar2024, Vol. 139, pN.PAG-N.PAG. 1p.
Publication Year :
2024

Abstract

This qualitative study investigates teachers' emotion regulation strategies in coping with discipline issues in primary and secondary schools. Semi-structured interviews were conducted with 24 Israeli teachers, 12 from each level of education. Findings indicate that teachers at both levels of education used several similar strategies to regulate their emotions in coping with issues of discipline, but situation modification and reappraisal of the emotional stimulus were the most frequently reported strategies by primary school teachers. Masking, self-talk, and rumination were most frequently reported by secondary school teachers. The theoretical and practical implications of the findings are discussed. • 24 teachers, 12 from each level of education, participated in a qualitative study on emotion regulation strategies in discipline issues. • Both levels of education employed similar strategies, but variations in specific techniques were noted. • The study found that primary school teachers commonly used situation modification and reappraisal to regulate emotions. • Secondary school teachers frequently used suppression of expression, self-talk, and rumination to cope with discipline challenges. • The study discussed the theoretical and practical implications of the findings. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
0742051X
Volume :
139
Database :
Academic Search Index
Journal :
Teaching & Teacher Education
Publication Type :
Academic Journal
Accession number :
174689255
Full Text :
https://doi.org/10.1016/j.tate.2023.104439