Exploring the contribution of interpersonal emotion regulation to pre-service EFL teachers' sustainable professional development and wellbeing

MIAOMIAO WANG; YONGXIANG WANG

doi:10.30827/portalin.vi2023c.29657

Autores/as

MIAOMIAO WANG NANJING NORMAL UNIVERSITY, CHINA
YONGXIANG WANG NANJING NORMAL UNIVERSITY, CHINA (Corresponding author)

DOI:

https://doi.org/10.30827/portalin.vi2023c.29657

Palabras clave:

pre-servicio de profesor de EFL, psicología positiva, regulación emocional interpersonal, desarrollo profesional sostenible, bienestar del profesor

Resumen

Hay un gran cuerpo de investigación que respalda el papel de las habilidades interpersonales y la regulación de las emociones en el profesionalismo y los Estados psicológicos de los profesores de inglés como lengua extranjera. Sin embargo, se ha realizado escasa investigación sobre la regulación emocional interpersonal (IER) de los profesores de EFL en formación y la forma en que puede contribuir a su desarrollo profesional sostenible (SPD) y sentido de bienestar. Para cerrar la brecha, este estudio cualitativo examinó las percepciones de 34 profesores chinos de EFL con respecto a tal interacción usando una entrevista semiestructurada. Los resultados del análisis de contenido y temático revelaron que las estrategias de IER utilizadas por los profesores de EFL en formación tuvieron diferentes contribuciones a su SPD y bienestar al establecer "un entorno de aprendizaje de apoyo", "fuerte relación en el aula", "comunicación interpersonal" y "alfabetización emocional". Además, se indicó que los participantes utilizaron diferentes actividades y prácticas para regular y equilibrar sus estrategias de ia para obtener SPD y bienestar, incluyendo actividades "autoorientadas", "orientadas a otros" y "desarrollo profesional". El estudio concluye con una discusión de los hallazgos y presenta una serie de conclusiones y futuras líneas de investigación considerando el impacto de las emociones interpersonales y su regulación en la profesionalidad y el bienestar de los docentes de EFL.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

YONGXIANG WANG, NANJING NORMAL UNIVERSITY, CHINA (Corresponding author)

CORRESPONDING AUTHOR

Citas

Back, J., De Geest, E., Hirst, C., & Joubert, M. (2009). Final report: Researching effective CPD in mathematics education. NCETM.

Bandura, A., & Walters, R. H. (1977). Social learning theory. Prentice Hall.

Bhatt, S. P. (2021). Self-directed professional development: EFL teachers' understanding. International Journal of Language and Literary Studies, 3(4), 196-208. http://doi.org/ 10.36892/ijlls.v3i4.737

Bielak, J., & Mystkowska-Wiertelak, A. (2022). Language teachers’ interpersonal learner-directed emotion-regulation strategies. Language Teaching Research, 26(6), 1082-1105.

Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195-216. https://doi.org/10.1177/0033688218784371

Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1-48. https://doi.org/10.5502/ijw.v6i3.526

Colombo, D., Díaz‐García, A., Fernandez‐Álvarez, J., & Botella, C. (2021). Virtual reality for the enhancement of emotion regulation. Clinical Psychology & Psychotherapy, 28(3), 519-537.

Cosgun, G. E., & Savaş, P. (2019). Use of information and communication technology by in-service English teachers for self-directed professional development. Electronic Journal of Foreign Language Teaching, 16(2), 230–249.

Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9, 1-11.

Deng, J., Heydarnejad, T., Farhangi, F., & Farid Khafaga, A. (2022). Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers. Frontiers in Psychology, 13, 1019984. https://doi.org/10.3389/fpsyg.2022.1019984

Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1-43. https://doi.org/10.52547/LRR.13.5.1

Derakhshan, A., & Ghiasvand, F. (2022). Demystifying Iranian EFL teachers’ perceptions and practices of learning-oriented assessment (LOA): Challenges and prospects in focus. Language Testing in Asia, 12(55), 1-18. https://doi.org/10.1186/s40468‑022‑00204‑2

Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the roles of continuing professional development needs and views of research in English language teachers' success. TESL-EJ, 24(3), 1-27.

Derakhshan, A., Wang, Y., Ghiasvand, F. (2023). “I never make a permanent decision based on a temporary emotion”: Unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review. http://dx.doi.org/10.1515/applirev-2023-0089

Diener, E. (2009). Subjective well-being: The science of well-being. Springer.

Estaji, M., & Ghiasvand, F. (2023). Tracing the developmental trajectories of EFL Teacher Assessment Identity (TAI) through web-based audio diaries. The Qualitative Report, 28(9), 2681-2715. https://doi.org/10.46743/2160-3715/2023.5903

Foster, M. J. M., & Foster, D. D. (2023). Advancing sustainable development through teacher professional development. In M. Samy & R. Barrick (Eds.), Agricultural education for development in the Arab countries (pp. 230-254). IGI Global. https://doi.org/10.4018/978-1-6684-4050-6.ch009

Freire, T., & Tavares, D. (2011). Influence of self-esteem and emotion regulation in subjective and psychological wellbeing of adolescents: Contributions to clinical psychology. Revista de Psiquiatria Clínica, 38(5), 184-188.

Garg, P., & Rastogi, R. (2009). Effect of psychological wellbeing on organizational commitment of employees. Journal of Organizational Behavior, 8(2), 42-51.

Ghiasvand, F., Jahanbakhsh, A., & Sharifpour, P. (2023). Designing and validating an assessment agency questionnaire for EFL teachers: An ecological perspective. Language Testing in Asia, 13(41), 1-22. http://dx.doi.org/10.1186/s40468-023-00255-z

Gökdağ, C. (2021). How does interpersonal emotion regulation explain psychological distress? The roles of attachment style and social support. Personality and Individual Differences, 176, 110763.

Gong, S., Chai, X., Duan, T., Zhong, L., & Jiao, Y. (2013). Chinese teachers’ emotion regulation goals and strategies. Psychology, 4(11), 870-877.

Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97, 102446. https://doi.org/10.1016/j.system.2020.102446

Gregersen, T., & MacIntyre, P. D. (2021). Acting locally to integrate positive psychology and peace: practical applications for language teaching and learning. In R. Oxford, M. M. Olivero, M. Harrison, & T. Gregersen (Eds.), Peace-building in language education (pp. 177-195). Multilingual Matters.

Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299.

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348–362

Gu, H., Mao, Y., & Wang, Q. (2022). Exploring EFL Teachers’ emotions and the impact on their sustainable professional development in livestream teaching: A Chinese case study. Sustainability, 14(14), 8264. https://doi.org/10.3390/su14148264

Hu, L., & Wang, Y. (2023). The Predicting Role of EFL Teachers’ Immediacy Behaviors in Students’ willingness to Communicate and Academic Engagement, BMC Psychology，11 (1), 318: 1-10. doi: 10.1186/s40359-023-01378-x

Huppert, F. (2009). Psychological well-being: Evidence regarding its causes and consequences. Applied Psychology: Health and Well-Being, 1(2), 137–164 https://doi.org/10.1111/j.1758-0854.2009.01008.x

Joo, B. K., Zigarmi, D., Nimon, K., & Shuck, B. (2017). Work cognition and psychological wellbeing: The role of cognitive engagement as a partial mediator. The Journal of Applied Behavioral Science, 53(4), 446-469.

Le Huong, P. H. (2023). A sociocultural analysis of novice EFL teachers’ professional development activities. Language Related Research, 14(3), 97-121.‎

Lan, Y., & Saad, M. R. (2020). The level of well-being in Chinese university EFL students. International Journal of Education, Psychology, and Counselling, 5, 01-11.

Limbert, C. (2004). Psychological well-being and job satisfaction amongst military personnel on unaccompanied tours: The impact of perceived social support and coping strategies. Military Psychology, 16(1), 37-51.

Lively, K. J. (2000). Reciprocal emotion management: Working together to maintain stratification in private law firms. Work and Occupations, 27(1), 32-63.

Lundegard, I. & Wickman, P. (2007). Conflicts of interest: An indispensable element of education for sustainable development. Environmental Education Research, 13, 1-15.

Mercer, S. (2020). The wellbeing of language teachers in the private sector: An ecological perspective. Language Teaching Research, 1, 1-24.

Munandar, A., Cahyana, U., & Kurniawan, N. (2021, March). Teachers Sustainable Professional Development (SPD) in Indonesia. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020) (pp. 55-67). Atlantis Press.

Niven, K. (2017). The four key characteristics of interpersonal emotion regulation. Current Opinion in Psychology, 17, 89-93.

Quoc Tran, T., My Duong, T., & Le, H. T. (2023). Does EFL students’ self-efficacy in English language skills matter their self-regulated language learning strategy use?. Language Related Research, 14(5), 59-81.

Nozaki, Y., & Mikolajczak, M. (2020). Extrinsic emotion regulation. Emotion, 20(1), 10-15.

Quoidbach, J., Berry, E. V., Hansenne, M., & Mikolajczak, M. (2010). Positive emotion regulation and well-being: Comparing the impact of eight savoring and dampening strategies. Personality and Individual Differences, 49(5), 368-373.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development and wellness. Guilford Press.

Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.

Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47-63.

Smyth, J. C. (2005) Environment and education: A view of a changing scene. Environmental Education Research, 12, 247-264.

Shakki, F. (2023). Investigating the relationship between EFL learners’ engagement and their achievement emotions. Porta Linguarum: An International Journal of Foreign Language Teaching and Learning, 40(2), 275-294. https://doi.org/10.30827/portalin.vi40.27338

Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016.

Tang, Y., Tang, R., & Gross, J. (2019). Promoting psychological well-being through an evidence-based mindfulness training program. Frontiers in Human Neuroscience, 13, 237. https://doi.org/10.3389/fnhum.2019.00237

Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how”. Teaching and Teacher Education, 74, 180-189.

Wang, F., & Ye, Z. (2021). On the role of EFL/ESL teachers' emotion regulation in students' academic engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.758860

Wang, Y., Derakhshan, A., Pan, Z., & Ghiasvand, F. (2023). Chinese EFL teachers’ writing assessment feedback literacy: A scale development and validation study. Assessing Writing, 56, 100726. https://doi.org/10.1016/j.asw.2023.100726

Wang, Y., L., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.731721

Wang, Y., & Hemchua, S. (2022). Can we learn about culture by EFL textbook images?: A semiotic approach perspective. Language Related Research, 13(3), 479-499.doi:10.52547/LRR.13.3.19.

Wang, Y. L. & Pan, Z. (2023). Modelling the Effect of Chinese EFL Teachers’ Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis. SAGE Open. doi: DOI: 10.1177/21582440231214329

Wang, Y., Wang, Y., Pan, Z., & Ortega-Martín, J. L. (2023). The predicting role of EFL students’ achievement emotions and technological self-efficacy in their technology acceptance. The Asia-Pacific Education Researcher, 1-12.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.

White, E. (2010). Helping to promote psychological well-being at work: The role of work engagement, work stress and psychological detachment using the job demands-resources model. The Plymouth Student Scientist, 4(2), 155-180

Wijaya, K. F. (2021). Investigating EFL teachers’ emotional regulation strategies in second language learning contexts. ELT Worldwide, 8(1), 96-108.

Wu, H., Wang, Y. L, & Wang, Y.S. 2023. What do we know about l2 teachers’ emotion regulation? a bibliometric analysis of the pertinent literature. Forum for Linguistic Studies 5(3): 2012. doi：10.59400/fls.v5i3.2012.

Xiao, J., & Tian, G. (2023). “Sailing together in the storm”: Chinese EFL teachers’ trajectory of interpersonal emotion regulation towards well-being. Sustainability, 15(7), 6125. https://doi.org/10.3390/su15076125

Xie F., Derakhshan A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12:708490. https://doi.org/10.3389/fpsyg.2021.708490

Yan, D. (2021). The impact of mentoring on a non-native immigrant teacher’s professional development. Teaching and Teacher Education, 103(1), 103348.

Yang, X., Feng, Y., Meng, Y., & Qiu, Y. (2019). Career adaptability, work engagement, and employee well-being among Chinese employees: The role of Guanxi. Frontiers in Psychology, 10, 1029. https://doi.org/10.3389/fpsyg.2019.01029

Yüce, E., Kruk, M., & Derakhshan, A. (2023). Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy. Thinking Skills and Creativity, 50, 101386. https://doi.org/10.1016/j.tsc.2023.101386

Zaki, J., & Williams, W. C. (2013). Interpersonal emotion regulation. Emotion, 13(5), 803-810.

Zepeda, S. J. (2013). Professional development: What works? Rutledge.