Teachers’ Emotion Regulation Strategies in Online Teaching Mode
DOI:
https://doi.org/10.54097/34jn0n73Keywords:
Online teaching mode; emotion regulation strategies; mindfulness.Abstract
Online teaching mode has been prevalent during the COVID-19 period, which brings both advantages and challenges for teachers. The challenges associated with online teaching have resulted in negative emotional experiences for teachers and led to adverse consequences. However, there is limited research on how teachers use emotion regulation strategies in online teaching environments. Drawing on Gross’s emotion regulation model, this study evaluates the applicability of two major emotion regulation strategies (cognitive reappraisal and expressive suppression) in the context of online education. The findings indicate that traditional emotion regulation strategies are partially effective but also have certain limitations. Consequently, this paper proposes mindfulness as an emerging emotion regulation strategy that holds promise for addressing the challenges in online education. It emphasizes the significance of understanding teacher emotions in online teaching and provides suggestions and directions for future research.
Downloads
References
Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875.
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era: Online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4).
Gao, L. X., & Zhang, L. J. (2020). Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions about Online Teaching to Tide over COVID-19. Frontiers in Psychology, 11, 549653.
Daniel, E., & Van Bergen, P. (2023). Teacher burnout during COVID-19: Associations with instructional self-efficacy but not emotion regulation. Teachers and Teaching, 29(3), 310–328.
Gross, J. J. (1998). Antecedent-and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. Journal of personality and social psychology, 74(1), 224.
Donker, M. H., Erisman, M. C., van Gog, T., & Mainhard, T. (2020). Teachers’ Emotional Exhaustion: Associations with Their Typical Use of and Implicit Attitudes toward Emotion Regulation Strategies. Frontiers in Psychology, 11.
Cross, D. I., & Hong, J. Y. (2012). An ecological examination of teachers’ emotions in the school context. Teaching and Teacher Education, 28(7), 957–967.
Siddiquei, M. I., & Kathpal, S. (2021). Challenges of online teaching during Covid‐19: An exploratory factor analysis. Human behavior and emerging technologies, 3(5), 811-822.
Szabó, É. Kóródi, K., Szél, E., & Jagodics, B. (2022). Facing the Inevitable: The Effects of Coronavirus Disease Pandemic and Online Teaching on Teachers’ Self-Efficacy, Workload and Job Satisfaction. European Journal of Educational Research, 11(1), 151-162.
Harsch, C., Mueller-Karabil, A., & Buchminskaia, E. (2021). Addressing the challenges of interaction in online language courses. System, 103, 102673.
Phan, A. N. Q., & Pham, L. T. T. (2023). Online teaching during the COVID-19 pandemic: Vietnamese language teachers’ emotions, regulation strategies and institutional policy and management. Policy Futures in Education, 21(4), 405–422. h
Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers’ emotions and emotion regulation strategies: Self- and students’ perceptions. Teaching and Teacher Education, 54, 22–31.
Su, X., & Lee, I. (2023). Emotion Regulation of EFL Teachers in Blended Classroom Assessment. The Asia-Pacific Education Researcher.
Chang, M.-L., Gaines, R. E., & Mosley, K. C. (2022). Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic. Frontiers in Psychology, 13, 846290.
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189.
Chang, M.-L. (2020). Emotion Display Rules, Emotion Regulation, and Teacher Burnout. Frontiers in Education, 5, 90.
Zhoc, K. C. H., Cai, Y., Yeung, S. S., & Shan, J. (2022). Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid‐19? British Journal of Educational Psychology, 92(4), 1537–1549.
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241.
Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., & Kuyken, W. (2017). What defines mindfulness-based programs? The warp and the weft. Psychological Medicine, 47(6), 990–999.
Keleynikov, M., Benatov, J., & Berger, R. (2022). Preschool Teachers’ Psychological Distress and Work Engagement during COVID-19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation. International Journal of Environmental Research and Public Health, 19(5), 2645.
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2019). Mindfulness-based interventions in the workplace: An inclusive systematic review and meta-analysis of their impact upon wellbeing. The Journal of Positive Psychology, 14(5), 625–640.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Journal of Education, Humanities and Social Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
