خلاصة:
This research intends to explore the efficacious English teachers’ goals and strategies to effectively manage their own as well as their students’ emotions. The data of the study included interviews with 22 English teachers and 92 diary journals kept by 12 teachers who were among the top 20% of ELTEI (ELT teacher efficacy instrument) scorers and identified as efficacious English teachers. The results indicated that teachers’ goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness. For regulating negative emotions, the goals included maintaining the teacher and students’ mental health, promoting teacher-student relationships, and reinforcing the image of teachers as moral guides. Teachers also used a variety of antecedent-focused and response-focused strategies hierarchically for effective emotion management including situation selection, situation modification, attention deployment, cognitive change, and response modulation. The findings were discussed with reference to the role of culture in emotion regulation and effectiveness of different sub-strategies. The results may promise some implications for teacher education programs and teacher educators about the inclusion of professional development opportunities for EFL teachers in terms of effective emotion management
ملخص الجهاز:
"The results indicated that teachers‘ goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness.
Overall, it is evident from the results of this study that effective emotion management by efficacious teachers means down regulation of both positive and negatives emotions, keeping the logical distance from students, striking a balance between exaggerated leniency and excessive rigidity, and centralizing the instructional goals as teachers‘ primary task.
Appendix C Table 1 Efficacious teachers’ emotion regulation strategies Strategies Accoun Examples of Strategies ts reporte d (N) I D Situation 11 17 Eliciting information on students‘ selection background, specification of class rules, not letting outofclass emotions to influence class work, avoiding controversial and political topics, pretending to positive mood and energy Situation 22 45 Planning for every session, teaching based modification on students‘ emotional state, justification, surveying students‘ opinion, recording a minus point for deviant student, talking to disruptive student, giving students a break in class, telling a joke Attention 15 17 Ignoring the event, focusing on class deployment instruction, Thinking of teacher‘s role and responsibilities, Thinking of the consequences of the action Cognitive 17 27 Attributing the negative emotions to change teacher‘s low tolerance, Thinking of students as kids, thinking of students‘ critical age, reflection, sorrow , empathy, accepting the status quo Response 20 56 Silence, yelling, scolding, complaining, modulation praising, hugging, complementing students and thanking them /"