Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers

Abstract

Due to the potent role of teachers’ emotion regulation in effective teaching, it seems essential to see how emotion regulation can contribute to other relevant teaching constructs. In this regard, the present study is intended to probe into the causal relationship among teacher emotion regulation, self-efficacy beliefs, engagement, and anger. In so doing, the Language Teacher Emotion Regulation Inventory (LTERI), The Teacher Sense of Efficacy Scale (TSES), The Engaged Teacher Scale (ETS), and The Teacher Anger Scale (TAS) were administered to 581 English as a Foreign Language (EFL) teachers in Iran. To gauge the causal relationships among the variables, confirmatory factor analysis (CFA) and structural equation modeling (SEM) using LISREL 8.80 were conducted. The results indicated that language teacher emotion regulation could positively and significantly predict teachers’ self-efficacy beliefs and engagement at work. Moreover, the influence of language teacher emotion regulation on the teacher’s anger is significantly negative. That is, the stronger emotion regulation is implemented the better teachers can manage their anger. The implications of this study may uncover new prospects for effective teaching, especially during the COVID-19 pandemic.

The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

“…Likewise, Li et al (2018) concluded that enjoyment and anxiety are dominant in the language classroom and influence the in-class and final products of the learners. It is shown in the literature that teacher-student intercommunications play an important part in promoting LE in the classroom (e.g., Deng et al, 2022;Elahi Shirvan et al, 2020;Elahi Shirvan & Taherian, 2020). Class enjoyment is also inspired by the balance between context-oriented attributes and learners' mental necessities (Chen et al, 2021).…”

Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger

“…Furthermore, it was found that the participants’ immunity was a strong predictor of their ER. Finally, Deng et al ( 2022 ) conducted a study to reveal if EFL teachers’ ER was significantly correlated with their WE, self-efficacy, and anger. They discovered that the participants’ ER was positively correlated with their WE and self-efficacy and negatively linked with their anger at the workplace.…”

Positive Psychology in Language Teaching: Investigating Factors Influencing Women Language Teacher Well-being under the "UP or Out" Policy

“…Additionally, empirical research has revealed a concerning negative relationship between System-Induced Educator Anger (AN) and the overall well-being of educators, indicating that such systemic-induced emotions can have detrimental effects on their mental health [12] . Furthermore, In the context of English as a Foreign Language (EFL) teaching, especially during the challenging period of the COVID-19 pandemic, studies have found a negative correlation between educators' ability to regulate emotions and the anger they experience due to systemic factors [13] . This suggests that external pressures from the educational system exacerbate emotional challenges for teachers.…”