Teachers' Emotion Regulation: Implications for Classroom Conflict Management

Autor/inn/en	Valente, Sabina; Lourenço, Abílio Afonso; Dominguez-Lara, Sergio; Derakhshan, Ali; Németh, Zsolt; Almeida, Leando S.
Titel	Teachers' Emotion Regulation: Implications for Classroom Conflict Management
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 8, S.18-32, Artikel 2 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Emotional Intelligence; Intelligence Tests; Elementary School Teachers; High School Teachers; Self Control; Emotional Response; Conflict Resolution; Classroom Techniques; Public Schools; Middle School Teachers; Portugal; Mayer Salovey Caruso Emotional Intelligence Test + Suchen Sie Ihr Suchwort? Ausland; Emotionale Intelligenz; Intelligence test; Intelligenztest; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Selbstbeherrschung; Emotionales Verhalten; Conflict solving; Konfliktlösung; Konfliktregelung; Klassenführung; Public school; Öffentliche Schule; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. However, there is a lack of research that relates teachers' emotionregulation ability to managing conflict. To bridge this gap, this pilot study aimed to examine the relationships between teachers' emotionregulation ability and conflict management strategies used in the classroom. The sample consisted of 878 teachers (61% women) working in Portuguese schools, which completed an application of Mayer and Salovey's emotional intelligence model and Rahim's model of conflict management. Using the structural equation modeling, findings revealed that the teachers who tend to show a greater ability to regulate emotions use mainly integrating and compromising strategies to manage classroom conflicts more frequently than other strategies. In conclusion, it is necessary to create a curriculum in the pre-service teachers' education programs that includes emotional education, so that they can acquire emotional regulation skills, due to their importance in classroom conflict management. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01