Difficulties among Teachers' Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools.

Autor: Fuentes-Vilugrón G; Faculty of Education, Universidad Autónoma de Chile, Temuco 4780000, Chile., Sandoval-Obando E; Escuela de Psicología, Instituto Iberoamericano de Desarrollo Sostenible, Facultad de Ciencias Sociales y Humanidades, Universidad Autónoma de Chile, Temuco 4800916, Chile., Caamaño-Navarrete F; Physical Education Career, Faculty of Education, Universidad Autónoma de Chile, Temuco 4780000, Chile.; Grupo de Investigación Colaborativa para el Desarrollo Escolar (GICDE), Temuco 4780000, Chile., Arriagada-Hernández C; Physical Education Career, Faculty of Education, Universidad Autónoma de Chile, Temuco 4780000, Chile.; Grupo de Investigación Colaborativa para el Desarrollo Escolar (GICDE), Temuco 4780000, Chile., Etchegaray-Pezo P; Faculty of Education, Universidad Autónoma de Chile, Temuco 4780000, Chile., Muñoz-Troncoso F; Faculty of Social Sciences and Arts, Universidad Mayor, Temuco 4780000, Chile., Cuadrado-Gordillo I; Department of Psychology and Anthropology, Faculty of Education and Psychology, University of Extremadura, 06071 Badajoz, Spain., Del Val Martín P; Facultad de Educación y Ciencias Sociales, Observatorio Chileno de Educación Física y Deporte Escolar, Universidad Andres Bello, Las Condes, Santiago 7550000, Chile., Riquelme-Mella E; Facultad de Educación, Universidad Católica de Temuco, Temuco 4810399, Chile.
Jazyk: angličtina
Zdroj: Behavioral sciences (Basel, Switzerland) [Behav Sci (Basel)] 2024 Aug 27; Vol. 14 (9). Date of Electronic Publication: 2024 Aug 27.
DOI: 10.3390/bs14090749
Abstrakt: Introduction: Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers' effectiveness, stress management, and job satisfaction.
Method: This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education).
Results: The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty.
Discussion: The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers' self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion.
Conclusion: From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes.
Databáze: MEDLINE
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