TEACHER EMOTIONAL REGULATIONS: A COUNSELLING APPROACH TO MANAGING ANGER IN THE CLASSROOM
Keywords:
Teacher Anger, Emotional Regulation, Classroom Management, School Mental Health programmesAbstract
This paper discusses the complex phenomenon of teacher anger, tracing its roots and manifestations within the educational environment. It examines how unresolved anger among teachers can strain peer relationships, disrupt classroom dynamics, and negatively affect students' emotional well-being and academic performance. The discourse underscores the critical importance of emotional regulation in fostering a positive and supportive learning atmosphere. Emphasis is placed on equipping educators with effective strategies for managing anger through counselling interventions, including Social-Emotional Learning, Cognitive Behavioural Approaches, and Stress Management Techniques. The paper advocates collaborative efforts between school counsellors and teachers in developing comprehensive support systems that promote emotional resilience and professional well-being. This discourse recommends future research on teacher emotional regulation, the significance of collegial support structures, and the long-term benefits of implementing school-wide mental health initiatives.
References
Agyapong, B., Brett-MacLean, P., Burback, L., Agyapong, V. I. O., & Wei, Y. (2023). Interventions to reduce stress and burnout among teachers: A scoping review. International Journal of Environmental Research and Public Health, 20(9), 5625.
Ayers, W. (2015). To teach: The journey of a teacher. Teachers College Press.
Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Taxer, J. L. (2015). Antecedents of teachers emotions in the classroom: An intraindividual approach. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00635
Bulut, M., & Yüksel, Ç. (2023). Self-help techniques in anger management with cognitive behavioral interventions: Understanding and managing anger. Humanistic Perspective, 5(2), 844-856.
Burić, I., & Frenzel, A. C. (2023). Teacher emotions are linked with teaching quality: Crosssectional and longitudinal evidence from two field studies. Learning and Instruction, 88, 101822.
Chang, M., & Taxer, J. L. (2020). Teacher emotion regulation strategies in response to classroom misbehaviour. Teachers and Teaching, 27(5), 353–369.
https://doi.org/10.1080/13540602.2020.1740198
Channawar, S. (2023). A study on the cause and effect of burnout. History Research Journal, 29(6), 75-79.
de Carvalho, J. S., Oliveira, S., Roberto, M. S., Gonçalves, C., Bárbara, J. M., de Castro, A. F., Pereira, R., de Oliveira Franco, M. G., Cadima, J., Leal, T., de Lemos, M. S., & Pinto, A. M. (2021). Effects of a mindfulness-based intervention for teachers: A study on teacher and student outcomes. Mindfulness, 12(7), 1719–1732.
https://doi.org/10.1007/s12671-021-01635-3
Deng, J., Heydarnejad, T., Farhangi, F., & Khafaga, A. F. (2022). Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1019984
Downey, C., & Crummy, A. (2022). The impact of childhood trauma on children's wellbeing and adult behavior. European Journal of Trauma and Dissociation, 6(1), 100237.
Education Endowment Foundation (2021). Six recommendations for improving behaviour in schools.https://educationendowmentfoundation.org.uk/education-evidence/guidancereports/behaviour
Ezinwa, O. I. (2024). The role of teacher-student relationships in classroom management and student engagement. Jalingo Journal of Social and Management Sciences, 6(1), 234-246.
Faupel, A., Herrick, E., & Sharp, P. M. (2017). Anger management: A practical guide for teachers. Routledge.
Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. In Advances in teacher emotion research: The impact on teachers’ lives (pp. 129-151). Springer.
Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264.
Ghasemi, F., Herman, K. C., & Reinke, W. M. (2022). A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program. Anxiety Stress and Coping, 36(4), 533–541. https://doi.org/10.1080/10615806.2022.2103118
Ghasemi, F., Beversdorf, D. Q., & Herman, K. C. (2024). Stress and stress responses: A narrative literature review from physiological mechanisms to intervention approaches. Journal of Pacific Rim Psychology, 18, 18344909241289222.
Hepburn, L., & Beamish, W. (2020). Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland. Improving Schools, 23(1), 33– 46. https://doi.org/10.1177/1365480219886148
Holzer, J., Grützmacher, L., Lüftenegger, M., Prenzel, M., & Schober, B. (2024). Shedding light on relations between teacher emotions, instructional behavior, and student school wellbeing – Evidence from disadvantaged schools. Learning and Instruction, 92, 101926– 101936. https://doi.org/10.1016/j.learninstruc.2024.101926
Ihebom, B., & Uko, J. O. (2020). Challenges and prospects of secondary education in Nigeria. International Journal of Scientific Research in Education, 13(4), 670-688.
Kahveci, H. (2023). The positive and negative effects of teacher attitudes and behaviors on student progress. Journal of Pedagogical Research, 7(1), 290-306.
Kususanto, P., Ismail, H. N., & Jamil, H. (2010). Students' self-esteem and their perception of teacher behavior: A study of between-class ability grouping. Electronic Journal of Research in Educational Psychology, 8(2), 707-724.
Lai, L., Shi, W., Xie, Y., & Zhao, J. (2024). Factors influencing the generation of teachers’ emotions. Frontiers in Psychology, 15, 1392965.
Liu, W., Yuan, R., Liao, W., & Hong, Z. (2022). I felt the whole world was against me: A qualitative study of novice teachers’ anger expression and regulation. Educational Studies, 50(1), 83–102. https://doi.org/10.1080/03055698.2022.2117541
Loomis, A. M., Rose, D. M., Gomez, G. M., & Murdoch, E. (2023). Teachers' emotion regulation strategies and preschool expulsion risk: Suppression and reappraisal. Journal of Applied Developmental Psychology, 89, 101602.
Namaziandost, E., Heydarnejad, T., Doqaruni, V. R., & Azizi, Z. (2022). Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger. Current Psychology, 42(3), 2279–2293. https://doi.org/10.1007/s12144-022-04041-7
Novious, T., & Yawe, M. J. (2021). The relationship between anxiety and teacher performance in private secondary schools. International Journal of Academic Research in Business and Social Sciences, 11(11), 2650-2665.
Nwoko, J. C., Emeto, T. I., Malau-Aduli, A. E. O., & Malau-Aduli, B. S. (2023). A systematic review of the factors that influence teachers' occupational wellbeing. International Journal of Environmental Research and Public Health, 20(12), 6070. https://doi.org/10.3390/ijerph20126070
Omumu, F. (2024a). Anger expression patterns in adolescence: correlates with social-emotional
skills, academic performance, and emotional intelligence. African Journal for the
Psychological Studies of Social Issues, 27(3),.
Omumu, F. (2024b). Technology-assisted anger management interventions for adolescents. Journal of Computing, Science and Technology, 1(1),
Özhan, M. B., & Yüksel, G. (2021). The effect of school burnout on academic achievement and well-being in high school students: A holistic model proposal. International Journal of Contemporary Educational Research, 8(1), 145-162.
Pei, Zhang, L., Dong, H., & Yu, J. (2023). The relationships between teachers’ emotional labor and display rules, trait emotions, exhaustion, and classroom emotional climate. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.957856
Robinson, K. A. (2023). Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates. Educational Psychologist, 58(2), 92-110.
Rozi, F., Baharun, H., Tohet, M., Aini, Q., & Imamah, N. N. (2022). Anger management in improving teacher performance in school. Al-Tanzim Jurnal Manajemen Pendidikan Islam, 6(1), 243–253. https://doi.org/10.33650/al-tanzim.v6i1.3299
Skoglund, R. I., & Åmot, I. (2021). When anger arises in the interaction with children in kindergartens–the staff’s reactions to children’s resistance. Scandinavian Journal of Educational Research, 65(4), 710-721.
Suryaningrat, R. D., Mangunsong, F. M., & Riantoputra, C. D. (2020). Teachers' aggressive behaviors: what is considered acceptable and why?. Heliyon, 6(10), e05082. https://doi.org/10.1016/j.heliyon.2020.e05082
Taxer, J. L., & Frenzel, A. C. (2019). Brief research report: The message behind teacher emotions. The Journal of Experimental Education, 88(4), 595–604. https://doi.org/10.1080/00220973.2019.1588699
Tibi, P., Chenube, O., & Omumu, F. (2023). Counselling implications of school climate and learning outcomes of students in senior secondary schools in Delta State, Southern Nigeria. International Journal of Social Sciences, 6(4), 219-228.
Valente, S., Monteiro, A. P., & Lourenço, A. A. (2018). The relationship between teachers’ emotional intelligence and classroom discipline management. Psychology in the Schools, 56(5), 741–750. https://doi.org/10.1002/pits.22218
Wang, F. (2024). The relationship between students and teachers and its implications. Journal of Education, Humanities and Social Sciences, 29, 390-395.
Wang, H., Chiu, M. M., & Hall, N. C. (2023). Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects. Motivation and Emotion, 47(4), 650–668. https://doi.org/10.1007/s11031-023-10027-0
Wang, X., Yang, L., Chen, K., & Zheng, Y. (2024). Understanding teacher emotional exhaustion: Exploring the role of teaching motivation, perceived autonomy, and teacher-student relationships. Frontiers in Psychology, 14, 1342598. https://doi.org/10.3389/fpsyg.2023.1342598.
Yonas, V., Rupia, C., & Onyango, D. (2023). Classroom management challenges facing teachers in enhancing students' academic achievement in public secondary schools in Tarime District. East African Journal of Education Studies, 6(1), 22-37.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.