Principal-Teachers Agreement on Teachers’ Interpersonal Emotion Regulation: Relations with Principals’ Transformational Leadership, Teaching Staff Positive Collective Emotions, and Teaching Staff Organizational Commitment DOI Creative Commons
Ori Eyal, Izhak Berkovich, Doron Yosef‐Hassidim

et al.

The Asia-Pacific Education Researcher, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 7, 2024

Abstract The study investigated the link between principals’ awareness of their effect on teachers’ emotional reframing (i.e., a form interpersonal emotion regulation aiding in cognitive reappraisal) and variables pertinent to school leadership, positive emotions, organizational commitment. Data were collected from 69 primary schools, with principals self-reporting influence 639 teachers reporting (using an adaptation Gross John’s (Gross John, Journal Personality Social Psychology 85:348–362, 2003) ERQ measure). self-other rating agreement perspective enabled us categorize into four groups based variance own assessment ratings: over-estimators, under-estimators, in-agreement/good leaders, in-agreement/poor leaders. also assessed transformational collective affective Analyses revealed that primarily under-estimators leaders associated higher levels commitment school. Almost no differences emerged over-estimators which lower findings suggest fosters conducive environment for leadership behaviors, climate, within schools. theoretical implications attest significance shaping dynamics, practical point importance interventions aimed at enhancing understanding processes nurturing culture.

Language: Английский

Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach DOI
Barry Bai, Jing Li

Teaching and Teacher Education, Journal Year: 2025, Volume and Issue: 157, P. 104965 - 104965

Published: Feb. 12, 2025

Language: Английский

Citations

2
Teacher Emotion and AI: Current Status, Theories, and Prospects DOI

Fengrui Ci,

Lianjiang Jiang

Published: Jan. 1, 2025

Language: Английский

Citations

0
Becoming a Teacher, Coexisting with Emotions: A Follow-up Study on Emotion Regulation of ECE Student Teachers in Teaching Internship Context in China DOI Creative Commons
Li-Min Zhang, Yitong Chen, Wenhui Zhong

et al.

The Asia-Pacific Education Researcher, Journal Year: 2025, Volume and Issue: unknown

Published: March 15, 2025

Language: Английский

Citations

0
Yemeni EFL Grade 12 Students’ EFL Writing Needs Analysis on the Light of This Digital Era DOI

Noman Musleh Musaed AL-Sayadi

International journal of english teaching and learning., Journal Year: 2025, Volume and Issue: 3(1), P. 1 - 11

Published: March 31, 2025

Amidst this unprecedented digitized impact on teaching/learning process, Yemeni EFL curriculum has not unfortunately experienced any official development its micro-meso-macro levels to meet the up-to-date-future-innovative needs since 1995-1996. This study investigated writing of Grade 12 students light digital era mainly from perception students, teachers and supervisors at public schools in Al-Dhihaar Al-Mashanah Districts, Ibb City. A qualitative-quantitative research design was applied using semi-structured interviews with five Supervisors an open-ended questionnaire random sample 356 19 teachers. Means, Standard Deviation, T-test Mann-Whitney Test were used. The results showed that current ELT Curriculum is merely too old-fashioned students’ terms learning objectives, content materials. Also, identified very highly perceived by their EEFL slightly statistical significant differences for benefits. there statistically between males females benefit males. findings confirms practical implications stakeholders a large-scale<i> Needs Analysis</i> should be conducted as cornerstone developing traditional up-to-date needs.

Language: Английский

Citations

0
Unveiling situation‐specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis DOI Creative Commons
Tanja Bross, Anne C. Frenzel, Ulrike E. Nett

et al.

British Journal of Educational Psychology, Journal Year: 2025, Volume and Issue: unknown

Published: April 2, 2025

In their daily work life, teachers experience various situations in which they need to regulate emotions. Possible factors that influence the use of different emotion regulation strategies include emotions and context experienced. Previous research mainly investigated teachers' at a single strategy level without considering multiple use, emotions, situational aspects well-being. This study aimed explore life. Furthermore, we examined specific well-being linked behaviour. total, 165 (mean age 43.31 years; 83.6% female) participated diary for two weeks. We assessed eight strategies, joy anger, valence situation emotional exhaustion. The data were analysed using multilevel latent profile analyses. found combinations (Level 1) person-level 2). At person-level, only few (17.4%) able flexibly apply situations, while most regulated predominantly with set strategies. Experiencing joy, as well situation, mattered level. Emotional exhaustion was not probability. findings highlight complexity regulation, revealing diverse patterns profiles influenced by factors, underscoring limited flexibility among teachers.

Language: Английский

Citations

0
When emotions meet technology: Exploring preschool teachers' emotion profiles in technology use DOI Creative Commons
Jing Li, Barry Bai, Hao Liu

et al.

Computers & Education, Journal Year: 2025, Volume and Issue: unknown, P. 105355 - 105355

Published: May 1, 2025

Language: Английский

Citations

0
Principal-Teachers Agreement on Teachers’ Interpersonal Emotion Regulation: Relations with Principals’ Transformational Leadership, Teaching Staff Positive Collective Emotions, and Teaching Staff Organizational Commitment DOI Creative Commons
Ori Eyal, Izhak Berkovich, Doron Yosef‐Hassidim

et al.

The Asia-Pacific Education Researcher, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 7, 2024

Abstract The study investigated the link between principals’ awareness of their effect on teachers’ emotional reframing (i.e., a form interpersonal emotion regulation aiding in cognitive reappraisal) and variables pertinent to school leadership, positive emotions, organizational commitment. Data were collected from 69 primary schools, with principals self-reporting influence 639 teachers reporting (using an adaptation Gross John’s (Gross John, Journal Personality Social Psychology 85:348–362, 2003) ERQ measure). self-other rating agreement perspective enabled us categorize into four groups based variance own assessment ratings: over-estimators, under-estimators, in-agreement/good leaders, in-agreement/poor leaders. also assessed transformational collective affective Analyses revealed that primarily under-estimators leaders associated higher levels commitment school. Almost no differences emerged over-estimators which lower findings suggest fosters conducive environment for leadership behaviors, climate, within schools. theoretical implications attest significance shaping dynamics, practical point importance interventions aimed at enhancing understanding processes nurturing culture.

Language: Английский

Citations

1