A Case Study On Emotion Regulation Strategies Of A Specialised English Teacher In Senior High School

Teaching is a special emotional practice,and teacher emotion,as the internal motivation of teachers’ behavior,is the power source of teachers’ professional development.Studying teacher emotion makes a great difference to promote teachers’ professional development and students’ development.Teachers experience diverse emotions,either positive or negative or complex.By analyzing these emotions can help teachers understand the process of emotion formation and emotion regulation strategies,making them aware of the importance of enhancing their initiative and mastering strategies and methods for effective emotion regulation.It provides new ideas for teachers at different stages of development,thus facilitating actual teaching performance and finally achieving professional development and enhancing professional well-being.Based on individual psychological theory,socio-cultural theory and ecological theory,a case study is used to investigate one high school specialised English teacher for a period of three months through classroom observation,interview transcription,and physical analysis in order to answer the following three questions: 1)What emotions do specialised English teacher of senior high school experience? 2)What emotion regulation strategies were used in face of different emotion experiences?3)What are the factors influencing teachers’ emotion regulation strategies?The data collection and analysis revealed that（1）the high school English specialised teachers interviewed in the study experienced positive,negative,and mixed emotions in their teaching lives.Teachers experienced the most positive emotions,including expectation,happiness,accomplishment,curiosity,touching and love;negative emotions included stress,sadness and anger;mixed emotions included stress and motivation together,pain and happiness.These reflect the characteristics of teachers’ emotions with complexity;（2）in face of diverse emotions,teachers adopted different emotion regulation strategies,which is mainly divided into two categories.The first category is antecedent-focused regulation strategies,including cognitive restructuring,lowering expectations and isolation;the second category is response-focused regulation strategies,including adapting,taking action,communicating and self-improving.Teachers use more response-focused regulation strategies,and whatever method they use is a reflection of their subjective initiative as well as their own wisdom;（3）there are many factors that affect teachers’ emotion regulation strategies,which are mainly divided into two categories.The first category is internal factors,including self-efficacy,attribution and teachers’ beliefs.The second category is external factors,including family environment,group atmosphere,and teaching context.Based on this,teacher emotion need to be considered from three levels: individual level,school level and societal level,and proposes the following measures for teachers’ emotional regulation strategies.First of all,for teachers themselves,they should proactively regulate their emotions when they experience them,maintain a good and calm state of mind,and learn to change their perspective on problems.When they cannot solve problems on their own,they should try to seek help from others.Secondly,for schools,they should grasp teachers’ emotional trends and give them help.Incorporating emotions into teaching not only enriches teachers’ emotional knowledge but also to avoid the emergence of psychological problems.Finally,society should understand the factors that affect teacher emotion and do its best to improve and create favorable conditions to support teachers’ work and give them the most basic respect and understanding of the profession.