RT info:eu-repo/semantics/article
T1 Difficulties among Teachers’ Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools
A1 Fuentes-Villugrón, Gerardo
A1 Sandoval-Obando, Eduardo
A1 Caamaño-Navarrete, Felipe
A1 Arriagada-Hernández, Carlos
A1 Etchegaray-Pezo, Paulo
A1 Muñoz-Troncoso, Flavio
A1 Cuadrado-Gordillo, Isabel
A1 Val Martín, Pablo Del
A1 Riquelme-Mella, Enrique
K1 emotional regulation
K1 emotional dysregulation
K1 teachers
K1 emotional well-being
K1 work fatigue
K1 58 Pedagogía
K1 5803 Preparación y Empleo de Profesores
AB Introduction. Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers’ effectiveness, stress management, and job satisfaction. Method. This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education). Results. The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty. Discussion. The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers’ self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion. Conclusion. From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes.
PB MDPI
SN 2076-328X
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/82723
UL https://uvadoc.uva.es/handle/10324/82723
LA eng
NO Behavioral Sciences, August 2024, vol. 14, n. 9. p. 749
NO Producción Científica
DS UVaDOC
RD 13-feb-2026