Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2022 Oct 19:13:1019984.
doi: 10.3389/fpsyg.2022.1019984. eCollection 2022.

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

Juan Deng  1 , Tahereh Heydarnejad  2 , Fariba Farhangi  3 , Ayman Farid Khafaga  4   5
Affiliations

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

Juan Deng et al. Front Psychol. .

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.

Keywords: EFL teachers; teacher anger; teacher emotion regulation; teacher engagement; teacher self-efficacy beliefs.

PubMed Disclaimer

Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

FIGURE 1
FIGURE 1
Theoretical structural equation model.
FIGURE 2
FIGURE 2
The schematic representation of path coefficient values (Model 1).
FIGURE 3
FIGURE 3
T-values for path coefficient significance (Model 1).
FIGURE 4
FIGURE 4
The schematic representation of path coefficient values (Model 2).
FIGURE 5
FIGURE 5
T-values for path coefficient significance (Model 2).
See this image and copyright information in PMC

Similar articles

See all similar articles

Cited by

See all "Cited by" articles

References

    1. Abdollahi A., Vadivel B., Huy D. T. N., Opulencia M. J. C., Van Tuan P., Abbood A. A. A., et al. (2022). Psychometric assessment of the Persian translation of the interpersonal mindfulness scale with undergraduate students. Front. Psychiatry 13:866816. 10.3389/fpsyt.2022.866816 - DOI - PMC - PubMed
    1. Addimando L. (2019). The effect of positive working conditions on work engagement and teaching classroom practices: A large cross-sectional study in switzerland. Front. Psychol. 10:2129. 10.3389/fpsyg.2019.02129 - DOI - PMC - PubMed
    1. Alipour S. H., Kashkouli Z., Ghadiri M. (2021). Validating factor structure of the Persian version of emotion regulation strategies inventory among Iranian EFL university teachers. Appl. Res. Eng. Lang. 10 81–104. 10.22108/ARE.2020.125317.1634 - DOI
    1. Amirian S. M. R., Ghaniabadi S., Heydarnejad T., Abbasi S. (2022). The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education. J. Appl. Res. High. Educ. 10.1108/jarhe-11-2021-0441 [Epub ahead of print]. - DOI
    1. Azari Noughabi M., Amirian S. M. R., Adel S. M. R., Zareian G. (2020). The association of experienced in-service EFL teachers’ immunity with engagement, emotions, and autonomy. Curr. Psychol. 39 220–238. 10.1007/s12144-020-01066-8 - DOI

LinkOut - more resources