Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach
Teaching and Teacher Education,
Год журнала:
2025,
Номер
157, С. 104965 - 104965
Опубликована: Фев. 12, 2025
Язык: Английский
Modelling the contribution of teachers’ perceived school climate to foreign language teaching enjoyment
Humanities and Social Sciences Communications,
Год журнала:
2025,
Номер
12(1)
Опубликована: Май 25, 2025
Язык: Английский
Teacher Emotion and AI: Current Status, Theories, and Prospects
Опубликована: Янв. 1, 2025
Язык: Английский
Becoming a Teacher, Coexisting with Emotions: A Follow-up Study on Emotion Regulation of ECE Student Teachers in Teaching Internship Context in China
The Asia-Pacific Education Researcher,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 15, 2025
Язык: Английский
Yemeni EFL Grade 12 Students’ EFL Writing Needs Analysis on the Light of This Digital Era
Noman Musleh Musaed AL-Sayadi
International journal of english teaching and learning.,
Год журнала:
2025,
Номер
3(1), С. 1 - 11
Опубликована: Март 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.
Язык: Английский
Unveiling situation‐specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis
British Journal of Educational Psychology,
Год журнала:
2025,
Номер
unknown
Опубликована: Апрель 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.
Язык: Английский
When emotions meet technology: Exploring preschool teachers' emotion profiles in technology use
Computers & Education,
Год журнала:
2025,
Номер
unknown, С. 105355 - 105355
Опубликована: Май 1, 2025
Язык: Английский
Principal-Teachers Agreement on Teachers’ Interpersonal Emotion Regulation: Relations with Principals’ Transformational Leadership, Teaching Staff Positive Collective Emotions, and Teaching Staff Organizational Commitment
The Asia-Pacific Education Researcher,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 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.
Язык: Английский