Shahrzad Alipour - ۱ MA, Center of English Language, Isfahan University of Technology, Isfahan, Iran
Zohreh Kashkouli - ۲ Assistant Professor, Center of English Language, Isfahan University of Technology, Isfahan, Iran
Momene Ghadiri - ۳ Assistant Professor, Center of English Language, Isfahan University of Technology, Isfahan, Iran

The Persian translation of the emotion regulation strategies inventory (Gross & John, ۲۰۰۳) was validated among Iranian EFL teachers. The predictive power of variables, i.e. educational background, working experience, gender, and age was also appraised. To do so, ۲۵۰ EFL teachers with at least five-year teaching experience at the universities of two states, Isfahan and Fars, were invited to take part in the study. The non-random convenient sampling technique was then adopted. Filling out the inventory was done after the class time. The results of the principal component analysis (varimax rotation) verified the original two-factor model. The multiple regression analysis done by AMOS software also revealed that demographic variables could significantly affect teachers’ emotion regulation, though their effect in the present sample was small (R۲=۰.۰۸ and R۲=۰.۰۲). The results also suggested that the teachers disagreed about the use of expressive suppression in their classes (m=۳.۲۸) and were rather undecided as to the use of cognitive reappraisal in their teaching (m=۴.۴۹).

EFL Teachers, emotion regulation strategies, Principal Component Analysis, Structural Equation Modeling, multiple regression analysis