Social Psychology of Education

, Volume 7, Issue 4, pp 379–398 | Cite as

Emotional regulation goals and strategies of teachers

  • Rosemary E. SuttonEmail author


This study addresses two questions: what goals do teachers have for their own emotional regulation, and what strategies do teachers report they use to regulate their own emotions. Data were collected from middle school teachers in North East Ohio, USA through a semi-structured interview. All but one of the teachers reported regulating their emotions and there were no gender or experience differences in spontaneously discussing emotional regulation. Teachers believed that regulating their emotions helped their teaching effectiveness goals and/or conformed to their idealized emotion image of a teacher. Teachers used a variety of preventative and responsive emotional regulation strategies to help them regulate their emotions. Future research on teachers’ emotional regulation goals and strategies should examine the role of culture and the relationship of emotional regulation goals with teachers’ other goals, stress, and coping.


Social Psychology Social Context Emotional Regulation Middle School Education Research 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Kluwer Academic Publishers 2004

Authors and Affiliations

  1. 1.Department of Curriculum & FoundationsCleveland State UniversityClevelandUSA

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