- 期刊
Exploring Teachers' Emotion Regulation Strategies: A Case Study on Chinese Junior High School EFL Teachers
摘要
Teachers' personal emotional state during the process of teaching activities can affect students' academic emotions and thus the quality of teaching. Teachers should recognize the importance of different emotion regulation and learn to adopt good behaviors to cultivate their positive emotions. In view of the fact that the current attention to the emotions of middle school foreign language teachers needs to be improved, this study investigated the level of emotion regulation strategies of five middle school English teachers from eastern China. The study found that the current level of middle school English teachers' emotion regulation strategies is good, but in the use of specific strategies, the expression inhibition strategy is not as good as the cognitive reappraisal strategy, which suggests that the teachers' ability to cope with emergencies needs to be improved. Teachers' effective management of their own emotions has multiple meanings, such as being conducive to their own improvement and development, to the healthy growth of students and to the development of quality education. Teachers' emotion management is not a personal matter for teachers, and society and schools should pay enough attention to it.