Teachers' Emotion Regulation: Intrinsic Mechanisms, Value Implications, and Improvement Strategy

Abstract

The effectiveness of classroom teaching is deeplyinfluenced by teachers' emotional states. Teachers' keen awareness, precise regulation, and efficient management of their own emotions are undoubtedly indispensable core elements for fostering a positive classroom atmosphere. Teachers' emotion regulation constitutes a meticulous processthat integrates value assessmentand strategic deployment, adhering to a progressive logic of identification, screening, and implementation. This process aids teachers in marking their emotional states, activating, and implementing specific emotion regulation strategies. The various stages of teachers' emotion regulation continuously iterate and optimize with the dynamic changes in educational contexts and the passage of time. The value of this implicates that, in terms of instrumental value, it can effectively enhance teaching effectiveness; in terms of intrinsic value, it can bolster teachers' professional well-being; and in terms of communicative value, it can facilitate friendly interactions between teachers and students. Looking ahead, to enhance teachers' emotion regulation abilities, it is imperative to attach great importance to and strengthen emotional education in the pre-service stage, while providing systematic emotional skills training for teachers in the in-service stage. Based on these efforts, continuous exploration into fostering teachers' emotion regulation abilities should be undertaken to establish a long-term development mechanism.

Keywords

• teachers
• emotions
• emotion regulation
• expanded process model
• emotional intelligence
• non-cognitive abilities