Do emotional
regulation behaviors matter in EFL teachers' professional
development? A process model approach
Huma
Akram (corresponding author)
School
of International Education, North China University of Water Resources and
Electric Power, Zhengzhou, Henan Province, China
Received:
17/7/2023 / Accepted: 15/11/2023
DOI:
https://doi.org/10.30827/portalin.vi2023c.29654
ISSN
paper edition: 1697-7467, ISSN digital edition: 2695-8244
Abstract: The effectiveness of pedagogical
approaches to teaching English as a foreign language (EFL) can be enhanced by
ensuring that teachers are in a psychologically sound state, allowing them to
upgrade their professional skills. Emotional regulation (ER) is acknowledged as
a key factor in enhancing one’s professional capabilities. However, research in
this area is notably underdeveloped. Therefore, this study aims to investigate
the utilization level and impact of ER strategies on EFL teachers’ professional
development in Chinese higher educational institutions. The research used a
survey approach, employing questionnaires as the primary means of data
collection. The data was then analysed through structural equation modelling
and a descriptive statistical approach. The findings provide evidence that EFL
teachers effectively employ various ER strategies to navigate the challenges
inherent in the classroom, underscoring their adaptability and resilience.
Moreover, the study identified a significant relationship between the use of ER
and EFL teachers’ professional development. These findings highlight the
essential role of emotional regulation in the teaching journeys of EFL
educators and underscore the importance of integrating emotional regulation
training into teacher development programs.
Keywords: Emotional Regulation, EFL teachers,
Teachers' professional development, Process Model
¿Importan los comportamientos de regulación emocional en el desarrollo profesional de los profesores de inglés como lengua extranjera? Un enfoque de modelo de proceso
Resumen: La eficacia de los enfoques pedagógicos del inglés como lengua extranjera (EFL) puede reforzarse garantizando que los profesores se encuentren en un estado psicológicamente sólido, lo que les permitirá mejorar sus habilidades profesionales. En este sentido, las conductas de regulación emocional (RE) contribuyen significativamente a mejorar sus capacidades profesionales. Teniendo esto en cuenta, el presente estudio investiga el nivel de utilización y el impacto de las estrategias de ER en el desarrollo profesional de los profesores de inglés como lengua extranjera en instituciones de educación superior chinas. La investigación utilizó un enfoque de encuesta, empleando cuestionarios como medio principal de recopilación de datos, que luego se analizó mediante el modelado ecuacional estructural y el enfoque \estadístico descriptivo. Los hallazgos proporcionan evidencia de que los profesores de inglés como lengua extranjera emplean eficazmente varias estrategias de ER para afrontar los desafíos inherentes al aula, lo que subraya su adaptabilidad y resiliencia. Además, el estudio identifica una relación significativa y positiva entre la utilización de ER y el desarrollo profesional de los profesores de inglés como lengua extranjera. Estos hallazgos enfatizan la importancia de incorporar capacitación en regulación emocional en la enseñanza de inglés como lengua extranjera y en los programas de desarrollo docente para equipar a los educadores con las habilidades necesarias para gestionar eficazmente sus emociones en el aula.
Palabras clave: Regulación emocional, Profesores de inglés como lengua extranjera, Desarrollo profesional docente, Modelo de proceso
Contemporary educational
research emphasizes the pivotal role of teachers in shaping the learning
outcomes of EFL students (Akram & Abdelrady, 2023; Pan et al., 2023). This
recognition has led to a global movement prioritizing the excellence of EFL teaching,
with a special focus on professional development (Mehdizadeh et al., 2023;
Uştuk & De Costa, 2021). Enhancing professional development is considered
crucial in empowering teachers to improve their instructional effectiveness and
integrate innovative pedagogical strategies (Cirocki & Farrell, 2019).
Professionally competent teachers are instrumental in addressing pedagogical
issues within schools and transforming them into more effective learning
organizations (Akram et al., 2022; Darling-Hammond et al., 2020). Furthermore,
teachers are responsible for implementing academic policies and facilitating
students towards their educational objectives. Therefore, they are expected to
possess the professional competence to execute those policies effectively (Sims
& Fletcher-Wood, 2021). This compelling evidence highlights the critical
need to prioritize the professional development of EFL teachers to enhance
their teaching abilities and improve student academic achievement (Zhang &
Luo, 2022).
Simultaneously, the
educational and linguistic literature has observed a surge of interest in
understanding emotions and their experiential dimensions in both learning and
teaching (Abdelrady & Akram, 2022; Derakhshan, 2022). This increased
attention acknowledges the role of emotions in shaping the effectiveness of
instructional practices (Jones & Kessler, 2020), promoting educational
reforms (Datnow, 2020), and determining the dynamics of student-teacher
interactions (Goetz et al., 2021). Regarding the emotional landscape, teachers
navigate a complex terrain in their careers that involves relationships with
colleagues, students, parents, administrators, and other professional
stakeholders (Chen, 2020). They experience a range of emotions, including
elation when achieving course objectives and witnessing students’ success
(Frenzel et al., 2021), frustration during online teaching challenges (Akram et
al., 2021), and exasperation in response to misconduct, among others (Gkonou
& Miller, 2021). However, teachers are not passive recipients of their
emotional experiences; they actively regulate, manage, and sometimes conceal
their emotions to achieve specific objectives (Atmaca et al., 2020). They
strive to maintain courage when encountering challenges (Valente &
Lourenço, 2020), exhibit resilience when responding to parental critique, and
display patience when dealing with challenging colleagues (Wang et al., 2019).
Despite the growing
attention given to the contribution of emotions in teachers’ professional
development (e.g., Richards, 2022; Bardach et al., 2022; Solhi et al., 2023),
this research area is still in its infancy, particularly within the EFL
context. Furthermore, the complex interactions between teachers' emotional
experiences and their professional development are not yet fully recognized by
many educational systems. Hargreaves (2005) also raised concerns about the
negligence of the emotional aspect of teaching by both educational authorities
and the research community, whose primary focus revolves around rationalized,
cognitively-focused priorities centred on behaviour and actions. Additionally,
in language education, prior research has primarily focussed on the emotional
aspects of language learning and teaching (e.g., Yang et al., 2022), often
neglecting the domain of professional development. Despite the renewed emphasis
on the emotional dimension of language learning, it still competes for attention
with the traditionally prominent cognitive domain (Shi, 2021). Moreover, it
remains notably underdeveloped, particularly in the context of China.
Hence, this study
endeavours to unveil the intricate relationship between emotion regulation (ER)
behaviours among EFL teachers and their professional development. By exploring
the ER strategies employed in the classroom, this research seeks to illuminate
the nuanced interplay between emotional experiences and the professional growth
of EFL educators. Furthermore, it strives to provide a more comprehensive
understanding of how these ER behaviours impact their effectiveness as teachers
and the overall quality of EFL education. In so doing, this study not only
enriches the field of educational research but also offers valuable insights
for optimizing professional development programs for EFL teachers, ultimately
benefiting students and the broader education system. Considering this, the
study endeavours to address the following two research questions:
|
RQ1: |
To what extent do EFL
teachers employ emotional regulation strategies in response to challenges
encountered in their classrooms? |
|
RQ2: |
What is the relationship
of emotional regulation behaviors with professional development of EFL
teachers across higher education institutions in China? |
Commencing with the broader
perspective of teacher education, it becomes evident that enhancing pedagogical
skills is crucial for improving student learning outcomes. However, it's
imperative to acknowledge that professional development is an ongoing process
that doesn't have strict boundaries (Sancar et al., 2021). Professional
development is a concept that can be interpreted in various ways. This study
adopts a nuanced definition inspired by Postholm (2012), which views
professional development as a powerful mechanism for enhancing teachers'
competencies and knowledge, ultimately boosting their instructional
effectiveness.
Darling-Hammond et al.
(2017) discern seven fundamental elements, within the complex professional
growth framework, each playing a significant role in shaping the landscape of
effective teaching and learning. The first of these components, content-focused,
underscores the significance of possessing not only a profound understanding of
the subject matter but also the ability to seamlessly integrate this knowledge
into teaching practice (Sims & Fletcher-Wood, 2021). The second element,
active learning, refers to any pedagogical approach that actively engages
students in meaningful and participatory learning experiences, fostering deeper
comprehension and retention of knowledge (Bates & Morgan, 2018). The third
dimension, collaboration, entails meaningful associations among educators, both
inside and outside educational settings. Such collaborative endeavours are
instrumental in elevating the overall quality of both teaching and learning
experiences (De Jong et al., 2022). The fourth element, effective teaching practice,
posits that educators should judiciously utilize curricular materials to
enhance instructional quality and make learning engaging and impactful
(Darling-Hammond et al., 2020).
In our continued
exploration, the fifth element, coaching support, involves educators engaging
in mentoring practices, offering guidance, and creating learning opportunities
for both themselves and their colleagues (Zhang & Luo, 2022). The inclusion
of feedback and reflection as the sixth component empowers teachers to initiate
constructive changes in their teaching practices by incorporating insights and
recommendations gleaned from experienced professionals (Darling-Hammond et al.,
2017). Finally, the last element emphasizes that professional learning is an
ongoing, continuous process, not a one-time event. The sustained commitment to
ongoing growth is a pivotal factor in determining its profound impact on
teaching effectiveness (Akram et al., 2022). Moreover, professional development
enables teachers to stay updated with the latest teaching methodologies,
technologies, and educational trends (Uştuk & De Costa, 2021).
Additionally, Zhi and Wang (2023) emphasized that professional development is
critical in helping language learners not only survive but thrive in classroom
settings. Lastly, Sims and Fletcher-Wood (2021) linked professional development
with an increased ability for teachers to address the diverse learning needs of
their students, resulting in improved academic outcomes and a more positive
learning experience for students. Acknowledging the multifaceted nature of
professional development, this study seeks to delve into how these
interconnected elements are collectively linked with the ER behaviours of EFL
teachers.
The term
"emotion" finds its roots in the Latin word "emovere,"
signifying the act of stimulation (Kövecses, 2012). As per its etymological
origin, emotional experiences can encourage individuals to take action.
Dzedzickis et al. (2020) highlight the importance of comprehending that
emotions are complex and diverse entities consisting of a wide range of
concurrently occurring, interrelated psychological processes. In essence,
emotions are complex combinations of many cognitive and affective components.
The teaching profession is
inherently intertwined with a spectrum of emotions that significantly impact
various aspects of educators' professional lives. These emotions influence
teachers' cognitive processes (Shi, 2021), motivation levels (Jones & Kessler,
2020), self-efficacy (Bardach et al., 2022), identity construction (Derakhshan,
Karimpour, et al., 2023; Derakhshan & Nazari, 2022 a, b) professional
success (Zhi & Wang, 2023), pedagogical choices (Chen, 2020), memory and
self-regulation skills (Chen and Cheng, 2021), the formation of their
professional identity (Fan & Wang, 2022), well-being (Greenier et al.,
2021; Pan et al., 2023; Stark et al., 2022), and consequently, the academic
achievements of their students (Frenzel, et al., 2021).
Among the variety of
emotions, teachers go through in their respective positions, they are required
to actively control and regulate negative emotions like anger and anxiety while
actively managing and expressing positive emotions like happiness and pride
(Bardach et al., 2022). Amidst this spectrum, Teachers being focal persons of
the classroom, are expected to find a balance among various everyday emotional
experiences, refraining from displaying emotions that are extremely intense or
excessively suppressed (Yang et al., 2022). In light of this, the techniques
teachers use to manage their emotions become crucial, as they can significantly
enhance their well-being and foster professional growth. ER encompasses a range
of impulsive or deliberate progressions utilized to navigate both pleasant and
unpleasant emotional occurrences (Gross, 2015). In essence, it serves as the
mechanism by which individuals impart meaning to their emotions, lending a
sense of purpose and direction to their emotional responses (Nazari &
Karimpour, 2022).
Teachers who effectively
regulate their emotions contribute to a positive and supportive classroom
environment, fostering a conducive space for student learning (Richards, 2022).
Emotionally regulated teachers possess the ability to handle challenging situations
in their classrooms, which contributes to a healthier teacher-student
relationship (Goetz et al. (2021). Additionally, emotional regulation enhances
teaching effectiveness, allowing teachers to focus on instructional goals and
adapt to various teaching methods, ultimately improving the overall quality of
pedagogical practices (Wu et al., 2023). Acknowledging the significance of
emotional regulation, this research seeks to explore its collective connection
with teachers' professional development.
This study utilizes Gross's
(2014) process-oriented emotion regulation model, which is widely recognized in
psychology for its comprehensive approach and its applicability in education.
The model includes six temporal points for structured emotion management, which
are crucial in understanding the nuanced complexity of emotional navigation.
The first component,
situation selection, involves the deliberate choices individuals make to either
enter or avoid situations that are likely to elicit specific emotions (Gross,
2015). In the context of teaching, this could refer to a teacher's decision to
engage in a challenging classroom discussion that may evoke frustration or
opting to avoid a confrontational situation. When teachers deliberately choose
situations that align with their emotional well-being and teaching
satisfaction, they are more likely to exhibit a positive attitude toward their
profession (Fan & Wang, 2022). Therefore, it can be inferred that situation
selection is an important facet of ER and is hypothesized as:
H1: Situation Selection
is positively correlated with the professional development of EFL teachers.
Situation modification
encompasses the strategies employed to alter the characteristics of a situation
that may provoke certain emotions (Gross, 2014). Teachers might modify their
teaching methods to create a more conducive learning environment, thereby mitigating
potential sources of stress or frustration. Proactively adapting the classroom
environment to reduce stress and create a supportive atmosphere, fosters the
teachers' commitment to professional development (Wang et al., 2022).
Optimizing the classroom environment sets the stage for effective teaching and
motivates the teachers to strengthen their skills. Therefore, the hypothesis
can be posited as:
H2: Situation
Modification is positively correlated with the professional development of EFL
teachers.
Attention deployment
involves redirecting one's focus and cognitive resources to influence their
emotional state (Suri & Gross, 2015). In classrooms, teachers may choose to
actively focus on the positive aspects of a lesson or student interactions, diverting
attention away from potential stressors. By doing so, they can enhance their
professional well-being and motivation to build upon their strengths (Atmaca et
al., 2020). Teachers who perceive professional development as a means to
further improve their teaching skills and capitalize on their successes are
likely to be more effective in the classroom. Therefore, attention deployment
is an important component of emotional regulation for EFL teachers and is
hypothesized as:
H3: Attention
Deployment is positively correlated with the professional development of EFL
teachers.
Reappraisal is a cognitive
process that involves altering one's emotional response by reinterpreting the
meaning of a circumstance (Blechert et al., 2015). In an educational context,
this can entail viewing a difficult teacher's behaviour as a chance for
development rather than as a source of annoyance. When instructors apply
cognitive reappraisal, they are more likely to see challenges in their
instruction as chances for their own and their students' development,
empowering them to strengthen their professionalism (Chen, 2020). Therefore, it
can be hypothesized as:
H4: Reappraisal is
positively correlated with the professional development of EFL teachers.
The intentional suppression
of emotional expression is referred to as suppression (Suri & Gross, 2015).
As a part of emotion regulation, suppressing negative emotional expressions
entails hiding or controlling one's emotional responses to preserve
professionalism and decorum. In other words, expressive suppression entails the
inhibition of emotional expressions. In teaching, the suppression of emotions
is linked to frustration, which may enhance stress levels and hinders the
ability to engage in effective problem-solving behaviour (Chang & Taxer,
2021). It is hypothesized that EFL teachers who suppress their emotions during
pedagogical challenges may encounter greater difficulties during their teaching
due to increased stress. Therefore, it can be postulated that:
H5: Suppression
isnegatively correlated
with the professional development of EFL teachers.
Seeking social support is
the process of proposing a positive relationship with others for assistance in
managing one's emotions (Gross, 2015). It is often considered a sign of
emotional resilience as teachers who actively seek assistance in coping with emotional
demands demonstrate their ability to acknowledge and manage their emotions
effectively. Emotional resilience is a valuable trait that can translate into a
willingness to engage in professional development activities, since they are
better equipped to handle the challenges and stressors that may arise during
these activities (Kangas-Dick & O’Shaughnessy, 2020). Therefore, it can be
postulated as:
H6: Seeking Social
Support is positively correlated with the professional development of EFL
teachers.
Figure 1. Conceptual basis
In the realm of EFL
teachers' professional development, the application of the process-oriented
model of emotion regulation takes on heightened significance. The ability of
EFL teachers to regulate their emotions has a direct impact on their overall
well-being. ER strategies empower them to manage the stressors and challenges
inherent in the teaching profession, thus contributing to reduced burnout,
improved job satisfaction, and heightened overall well-being. Therefore, this
framework emphasizes the need to understand the intricate interplay and role of
the six components (taken as independent variables) in the professional
development of EFL educators.
The study employed a
quantitative design to understand the dynamics of emotion regulation behaviors
and professional development of EFL teachers. The following section provides an
explanation of the steps used during the execution of this study:
The current study employed
a random sampling technique to collect data from the participants in order to
mitigate sample selection bias, following the approach suggested by Dornyei and
Csizer (2012). According to Martino et al. (2018), random or convenience
sampling is a type of non-probability sampling that takes into account the
convenience of the researcher and can provide “a truly representative sample”
(p. 81). A basic requirement for such a sampling method was that the
participants possess critical characteristics related to the undergoing study.
A total of 276 valid cases were chosen from different ages, genders, academic
and professional backgrounds to delve into the psychological traits and
professional development of EFL teachers. Table 1 below, shows that over 80% of
the participants were females (227) and less than 20 % were males (49), which
is in accordance with the reality that females are more encouraged to be
teachers in China. The age range of the participants was from ≤ 30 to over 51 ≥
and over 90% of them (93.07%) were between 30 to 50. In relation to the
academic degree obtained, MA accounted for the largest group (75%) while BA and
Ph.D. were the second (12.49%) and the third (7.60%) respectively. The
participants’ range of teaching experience was between ≤ 4 years to 16 ≥ years,
with an average of 11.74 years including both genders. These participants were
selected from different colleges and universities across 29 cities in 9
provinces, 1 autonomous region (Guangxi Zhuang Autonomous Region), and 1
municipality (Shanghai).
To ensure ethical
standards, participants in this study provided informed consent via WeChat,
using the Wenjuanxing online data collection platform. Further details
regarding the participants' demographics can be found in Table 1.
Table 1. Demographic Profile of the Participants
|
Demographics |
Frequency (%) |
|
Gender |
|
|
Male |
49 (17.8%) |
|
Female |
227 (82.2%) |
|
Age |
|
|
≤ 30 |
58 (21.01%) |
|
31-40 |
118 (42.75%) |
|
41-50 |
88 (31.88%) |
|
51 ≥ |
12 (4.34%) |
|
Levels of Education |
|
|
BA |
40 (12.49%) |
|
MA |
207 (75%) |
|
Ph.D. |
21 (7.60%) |
|
Other |
8 (2.89%) |
|
Teaching Experience |
|
|
≤ 4 |
71 (25.72%) |
|
5-10 |
58 (21.01%) |
|
11-15 |
56 (20.28%) |
|
16 ≥ |
91 (32.97%) |
The study employed a
self-reported questionnaire to assess the ER behaviors of the teachers. This
questionnaire was developed with the assistance of prior literature and
consisted of two scales, encompassing a total of 38 items. Respondents were
asked to rate their agreement or disagreement, ranging from 'Strongly Disagree'
to 'Strongly Agree', using a five-point Likert scale.
The study utilized the
Language Teacher Emotion Regulation Inventory (LTERI) to evaluate the
independent variable of this research, which is the emotion regulation
behaviors of EFL teachers. Heydarnejad et al. (2021) developed and validated
LTERI based on Gross's (2014) process model of emotion regulation.
The study evaluated the
dependent variable, which is the professional development of EFL teachers,
using an eleven-item scale. This scale was specifically developed to
comprehensively assess various aspects of teachers' professional development,
based on the framework proposed by Darling-Hammond et al. (2017).
The data collection process
was carried out in two phases. In the first phase, the questionnaire was
double-checked by applied linguistics experts to ensure its validity. This was
done to ensure that participants fully understood the questions and were able
to give accurate answers. In the second phase, the questionnaire was
distributed across a wide range of areas and the process lasted for 3 weeks
between August 16, 2023, and September 6, 2023. To ensure clarity and ease of
use, the scale was examined again to eliminate any possible errors that could
confuse participants. Prior to data collection, participants were informed that
their responses would be kept confidential and used solely for research
purposes. They were free to withdraw from the study if they experienced any
discomfort. To increase reliability and trustworthiness, the questionnaire was
distributed through WeChat in the form of a QR code, with participants
instructed on how to complete it on their phones. A total of 276 valid
questionnaires were collected, after which the tunnel was closed and the data
was extracted for further analysis. Finally, the researchers checked and
cleaned the data prior to conducting statistical analysis.
The acquired data underwent
thorough analysis using Smart PLS version 3.3.2, which involved various tests
including confirmatory factor analysis, descriptive statistics, and structural
equation modeling. The outcomes of these analyses are displayed below:
To thoroughly evaluate the
consistency of the research measurement model, a comprehensive examination of
all the constructs was conducted in the study.
The assessment involved two
critical measures: goodness-of-fit (GOF) and reliability and validity, as
outlined by Hair and Alamer (2022). The initial model showed a remarkable
degree of consistency with the collected data, and all individual items demonstrated
strong factor loadings, as depicted in Figure 2. It is worth noting that each
of the obtained values exceeded the recommended threshold of 0.6, in line with
the guidelines provided by Alavi et al. (2020).
Figure 2. Confirmatory factor analysis model
In terms of model fit
indices, Table 2 presents a comprehensive overview of the assessment results.
All six critical indicators, namely chi-square (χ2/ df), RMSEA, GFI, CFI, TLI, and RMR reported
statistically significant values within the recommended range, as specified by
Sarstedt et al. (2021). This comprehensive validation reinforces our confidence
in the model's overall adequacy and suitability for the study's objectives.
Table 2. Model fit indices
|
Fitting indexes |
χ 2 |
df |
χ2/ df |
RMSEA |
GFI |
CFI |
TLI |
RMR |
|
Threshold values |
< 3 |
≤ .08 |
≥ .90 |
≥ .90 |
≥ .90 |
< .08 |
||
|
Model values |
1310 |
644 |
2.03 |
.061 |
.91 |
.90 |
.92 |
.05 |
To further assess the
alignment of the data with the measurement model, a battery of reliability and
validity assessments was undertaken. Reliability was ascertained through
Cronbach's alpha scale, and all variables achieved a level exceeding 80%,
indicating satisfactory consistency (see Table 3) in line with Taber's (2018)
guidelines.
Validity was assessed through
both convergent and discriminant validation tests. To assess the degree of
alignment among all the constructs of the instrument, a convergent validity
test was conducted from two distinct perspectives: Composite reliability (CR)
and Average variance extracted (AVE). The results validated all variables as
the obtained values surpassed the predefined thresholds, specifically CR >
0.70, and AVE > 0.50, and as established by Lai (2021). To explore the
distinctions among the overlapping constructs, a discriminant validity test was
conducted. The acquired values for each construct were found to be consistent
with the established threshold values (>0.7) as indicated by (Hair &
Alamer, 2022).
Top of Form
Table 3. Reliability and Validity matrix
|
Variables |
Alpha value |
CR |
AVE |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
|
|
1 |
Situation Selection (SS) |
.79 |
.89 |
.78 |
.88 |
||||||
|
2 |
Situation Modification (SM) |
.78 |
.90 |
.79 |
.59 ** |
.88 |
|||||
|
3 |
Attention Deployment (AD) |
.80 |
.91 |
.79 |
.53 ** |
.51 ** |
.88 |
||||
|
4 |
Reappraisal (R) |
.81 |
.90 |
.80 |
.56 ** |
.52 ** |
.54 ** |
.89 |
|||
|
5 |
Suppression (S) |
.80 |
.89 |
.80 |
.38 * |
.42 ** |
.49 ** |
.42 * |
.89 |
||
|
6 |
Seeking Social Support (SSp) |
.78 |
.89 |
.78 |
.42 ** |
.45 ** |
.47 * |
.50 ** |
.46 ** |
.88 |
|
|
7 |
Professional Development (PD) |
.79 |
.90 |
.78 |
.40 ** |
.33 * |
.40 * |
.44 ** |
.32 * |
.48 ** |
.88 |
Note: Discriminant validity
values are represented by bold values.
Significant at: *p <
0.05, **p < 0.01.
To assess the utilization
of ER strategies by EFL teachers in response to challenges encountered in their
classrooms, descriptive statistical analyses using Mean and Standard Deviation
measures were conducted. The findings indicate that EFL teachers effectively
employ all ER strategies, with mean values exceeding 3, as recommended by
Mishra et al. (2019). This highlights the proficiency of EFL teachers in
utilizing these strategies to manage their emotions in the classroom.
Upon closer examination,
"Situation Selection" was found the most frequently used strategy,
with the highest mean value of 3.95. Conversely, "Suppression" was
the least frequently used strategy, with the lowest mean value among the six ER
strategies, standing at 3.45, as illustrated in Table 4. Furthermore, the level
of professional development among EFL teachers was found to be satisfactorily
robust, indicating that they actively participate in activities and programs
designed to improve their professional effectiveness.
Table 4. Descriptive Matrix
|
N |
Mean |
SD |
Minimum |
Maximum |
|
|
Situation Selection (SS) |
276 |
3.95 |
.86 |
1.00 |
5.00 |
|
Situation Modification (SM) |
276 |
3.72 |
.79 |
1.00 |
5.00 |
|
Attention Deployment (AD) |
276 |
3.78 |
.78 |
1.00 |
5.00 |
|
Reappraisal (R) |
276 |
3.89 |
.84 |
1.00 |
5.00 |
|
Suppression (S) |
276 |
3.45 |
.68 |
1.00 |
5.00 |
|
Seeking Social Support (SSp) |
276 |
3.67 |
.76 |
1.00 |
5.00 |
|
Professional Development (PD) |
276 |
3.56 |
.67 |
1.00 |
5.00 |
The study thoroughly examined
the proposed research model using the Structural Model Approach, which involved
evaluating the relationships of the outlined hypotheses. Results showed that ER
strategies significantly impact EFL teachers' professional development at a
significance level of 0.01. Specifically, Situation Selection, Attention
Deployment, Reappraisal, and Seeking Social Support were found to be
significantly linked with professional development, supporting our hypotheses.
On the other hand, Situation Modification and Suppression did not show a
significant association with professional development, leading us to reject the
hypotheses related to these ER strategies.
Figure 3. Structural Model Assessment
The R 2 value of
0.52 shows that ER strategies collectively account for 52% of the influence, as
shown in Figure 3. Regarding the individual contribution of ER strategies, the
study found that Seeking Social Support had the most significant impact on
professional development, accounting for 84% of the contribution. This suggests
that seeking assistance from colleagues, mentors, or external sources is
crucial to advancing one's professional development. In contrast, Reappraisal
had the lowest contribution, constituting only 6% of the overall impact on
teachers' professional development. This indicates that the cognitive process
of reframing and altering one's emotional reaction to situations has a minor
impact on professional advancement.
In today's educational
landscape, the competence of EFL teachers greatly affects the effectiveness of
their instructional practices. Professional development, therefore, plays a
crucial role in enhancing the effectiveness of instructional methods for EFL
teachers. Additionally, the integration of ER strategies has been identified as
a critical factor that influences the professional development of EFL teachers.
However, little attention has been given to the importance of ER strategies in
the professional development of EFL teachers in existing literature. To address
this issue, this study explored the prevalence of ER strategies and their
impact on the professional growth of EFL teachers in higher education
institutions in China. Using a process model approach, this study provides
empirical evidence of the importance of emotional regulation behaviours in the
professional growth of EFL teachers. The study also affirms the reliability of
the theoretical framework within the Chinese context and suggests potential
applications for further validation in other cities and countries.
Incorporating the process-oriented model of emotion regulation into EFL
teachers' professional development programs can empower educators with the
skills and strategies needed to effectively manage their emotions in the
classroom. This not only enhances their own well-being and professional growth
but also contributes to the overall success of EFL students.
4.1. Utilization of
ER Strategies by EFL Teachers
In terms of utilization,
the findings of this study underscore a noteworthy aspect of EFL teaching. It
reveals that EFL teachers exhibit a high level of competence in utilizing a
wide array of emotional regulation tactics. These techniques play a crucial
role in assisting instructors navigate the complicated and often challenging
classroom dynamics. This finding is consistent with Deng et al.'s (2022)
findings, who also noted that EFL teachers effectively employ ER methods. Their
findings underscore the consistency and relevance of this phenomenon in the EFL
training context, mirroring the results of the current study.
4.2. Relationship
of ER behaviors with Professional Development of EFL Teachers
In terms of the role of ER
strategies, the findings of the study have highlighted a noteworthy influence
on the professional development of teachers. Specifically, our research
indicates that EFL teachers who demonstrate proficiency in effectively managing
their emotions possess a greater possibility of attaining success and
advancement in their careers. This correlation highlights the integral
connection between ER skills and professional growth among EFL educators. In
addition, it is worth noting that, to our knowledge, there have been limited
studies conducted on this particular topic. However, Fan and Wang (2022) have
contributed to this area of inquiry by identifying a strong and positive
influence of ER on EFL teachers' progress in the workplace. Their findings
corroborate the implications of the current study, further emphasizing the
critical role that ER strategies play in the career trajectory of EFL
educators.
Similarly, Derakhshan,
Wang, et al. (2023) have put forth perspectives that align with the emerging
consensus on the importance of ER in the teaching profession. They argue that
the absence of negative emotions such as aggression, anxiety, and dissatisfaction
is conducive to a teacher's success. These ideas correspond to our own
findings, underscoring the notion that emotional well-being and the effective
regulation of emotions are essential components of a successful teaching
career. Moreover, the validity of this finding can be substantiated by
acknowledging that Bardach et al. (2022) have demonstrated discernible
distinctions in emotional characteristics between successful and less
successful instructors. Specifically, educators who exhibit favourable emotional
attributes such as a strong sense of well-being and effective emotion
regulation tend to excel in their teaching careers. It is worth noting that
this finding parallels the insights revealed by Stark et al. (2022), who
emphasized the positive influence of instructors' well-being on their overall
effectiveness in the teaching profession.
This convergence
underscores the significance of emotional well-being and proficient emotion
regulation as pivotal factors contributing to success within the teaching
domain. The implications of these studies collectively emphasize the role of ER
in shaping the professional journey of educators, aligning with our study's
conclusion regarding EFL teachers. Expanding on this theme, it is worth
considering the practical implications of these findings for EFL teacher
training and development programs. As the findings suggest, incorporating ER
training into teacher education can be highly beneficial. Teacher training
institutions should recognize the value of equipping future EFL educators with
the tools and skills necessary to manage emotions effectively in the classroom.
Furthermore, ongoing professional development opportunities should focus on
nurturing emotional intelligence and providing teachers with strategies for
handling challenging situations. Additionally, training programs should pay
more attention to encouraging EFL teachers to consider how their preferences
and personal traits may affect their selected ER strategies. This reflective
process can motivate teachers to adapt or optimize their employed ER strategies
efficiently, which is likely to further enhance their effectiveness.
This study sheds light on
the crucial correlation between ER techniques and the professional advancement
of EFL teachers in Chinese higher educational institutions. The study's results
demonstrate that EFL teachers adeptly employ diverse ER strategies to regulate
their emotions amidst various classroom complexities. Additionally, the study
highlights the significant impact of these strategies on teachers' career
growth. Educators who excel in ER strategies are more likely to achieve success
in their profession, emphasizing the essential role of emotional intelligence
in their teaching journeys. These findings are in line with previous research,
emphasizing the significance of incorporating ER training in teacher education
programs to promote a more productive and harmonious learning environment.
Furthermore, it is
important to acknowledge the study's limitations which stemmed from time and
resource constraints. Firstly, this research focused exclusively on Chinese EFL
teachers at a higher education level, which limits its findings' generalizability.
Another limitation pertains to the use of self-reported surveys, which may
introduce potential response bias. To mitigate these limitations, future
research should employ cross-cultural investigations from diverse teacher
populations to shed light on how cultural variations influence the utilization
of ER regulation strategies among EFL teachers. Researchers may also employ a
mixed-methods approach to combine survey data with qualitative insights,
conduct longitudinal studies to track the evolving nature of emotional
regulation, and engage in comparative analyses to identify potential cultural
or contextual variations.
This study is supported by
the Education and Teaching Research Project of Henan Province, China (Grant No.
2022SYJXLX051), and the Education and Teaching Research Project of the
International Cooperation and Exchange Division, Ministry of Education, China.
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