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English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive Behaviour
Estrategias de regulación de emociones de docentes de inglés frente a comportamientos disruptivos de los estudiantes
DOI:
https://doi.org/10.15446/profile.v27n1.114147Keywords:
English language teachers, teachers’ emotions, emotion regulation strategy, disruptive behaviour, Bhutan (en)comportamiento disruptivo, docentes, emociones de los docentes, estrategias de regulación de emociones (es)
This study explored the emotions and coping strategies of 25 Bhutanese English teachers in response to student disruption. Thematic analysis of in-depth interviews revealed that the participants encountered a variety of students’ disruptive behaviours that elicited a wide range of emotions, both positive (e.g., compassion and pride) and negative (e.g., frustration, irritation, anger, sadness, anxiety, insult, guilt, and disappointment). Findings also indicated that teachers regulate their emotions using both antecedent-focused (e.g., situation selection, situation modification, attention deployment, and cognitive change) and response-focused (e.g., emotion suppression, deep breathing, journaling, talking with colleagues or students, listening to music, and watching movies) emotion regulation strategies. The study concludes with practical implications for policymakers, teachers, and teacher educators and recommendations for future research.
Este estudio explora las estrategias de regulación de emociones de 25 profesores de inglés butaneses frente al comportamiento disruptivo de los estudiantes. El análisis temático de entrevistas a profundidad reveló que los participantes afrontan una variedad de comportamientos disruptivos en el aula, que provocan emociones positivas (compasión y orgullo) y negativas (frustración, exasperación, tristeza, ansiedad, ofensa, culpa y decepción). Los docentes recurren a estrategias de regulación de sus emociones, basadas en los antecedentes (p. ej., seleccionar o modificar la situación, prestar atención y hacer cambios cognitivos) o en la respuesta (p. ej., suprimir la emoción, respirar profundamente, escribir diarios, conversar con colegas o estudiantes, escuchar música y ver películas). Se concluye con recomendaciones para futuras investigaciones e implicaciones para gestores de políticas, docentes y formadores de docentes.
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Copyright (c) 2025 Thinley Wangdi, Karma Sonam Rigdel
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