A Qualitative Study of Iranian EFL Teacher`s Emotion Regulation Strategies Regarding Academic Degree and Years of Teaching Experience
Publish place: The 6th International Conference on Modern Researches in the field ofCounseling, Educational Sciences and Psychology of Iran
Publish Year: 1400
Type: Conference paper
Language: English
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Document National Code:
ESCONF06_043
Index date: 18 April 2022
A Qualitative Study of Iranian EFL Teacher`s Emotion Regulation Strategies Regarding Academic Degree and Years of Teaching Experience abstract
This study aimed to determine emotion regulation strategies of Iranian EFL teachers in regard to their academic degree and years of teaching experience. Based on Gross`s process model of emotion regulation, the participants of this study were selected six EFL teachers` while teaching based on availability sampling. The findings of thematic analysis indicated that, all EFL teachers employ all of emotion regulation strategies, but not the same extent. There are suggested Implications for teaching, teacher education and future studies on teacher emotion regulation.
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A Qualitative Study of Iranian EFL Teacher`s Emotion Regulation Strategies Regarding Academic Degree and Years of Teaching Experience authors
Roghayeh Zafarabadi
University of Sistan and Baluchestan Zahedan, Iran
Abdullah Sarani
University of Sistan and Baluchestan Zahedan, Iran