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PSYCHOLOGICAL STRATEGIES FOR TEACHER SELF-REGULATION

Samadzade Saadat1

Nasibova Nazrin2

Nazarli Jeyran3

İbrahimzada Aysun4

Abstract: The article examines the manifestations of teachers’ emotional regulation strategies and

also change. There is a correlation among teachers’ use of cognitive strategy, extraversion, and

expressive suppression. According to the typology, the correlation between extraversion and cognitive

strategy is more signicant than that with expressive suppression (p=0.001). Cognitive reappraisal

is positively correlated with extraversion, agreeableness, is positively correlated with extraversion,

agreeableness, openness to experience, and conscientiousness, and at the same time, expressive

suppression is negatively correlated with neuroticism, extraversion, and openness to experience.

1 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0009-0168-9798

2 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0007-9417-8481

Keywords: modern education, teachers, emotional regulation strategies, cognitive reappraisal

The rise of social-psychological problems associated with changing values among young

people in education necessitates viewing modern education from a new perspective. This also requires

teachers to reconsider their emotional strategies when approaching students (Jabbarov, 2021). From

this perspective, the problem of emotional regulation is one of the most important psychological

and pedagogical issues relevant to personal and professional development. In the “person-to-person”

system of relationships, signicant psychological stresses in professional activity contribute to the

(Donker et al., 2020).

The impact of emotional strain on young teachers is particularly signicant. According

to research ndings, without systematic work to prevent it among future teachers, the “emotional

exhaustion” syndrome begins to develop even during their time in university (Andreyeva, 2003;

Jabbarov et al, 2024). Additionally, the levels of self-actualization differ among educators and

students, including those who are frequently exposed to trauma and those who are rarely exposed,

the negative impact of trauma on their emotional resilience and academic achievements increases

(Jabbarov, 2018). In this regard, it should also be noted that the professional role compels the teacher

to make well-founded decisions, overcome nervousness and despair, and rein in angry outbursts.

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However, the external containment of emotions does not reduce the intensity of the emotional process

and does not contribute to psychological and physical health. On the contrary, the impossibility of

In modern times, mastering emotional self-regulation skills appears particularly relevant

for enhancing the psychological culture of teachers. In this regard, the ability to manage emotions

is a component of emotional intelligence (EI), a set of mental abilities for processing emotional

information, and an important indicator of its level of development. Numerous studies show that the

impact of teachers’ emotional regulation strategies on students’ academic achievement varies, and the

role of national and cultural factors is undeniable. In our research on this aspect, the primary goal is to

Naturally, certain aspects of this issue have been systematically studied. However, the outcomes of

selecting or using emotional regulation strategies have not been studied comprehensively. During

emotional regulation, different strategies can produce various manifestations in learning activities.

It should be noted that within the body of research dedicated to the study of teachers’ emotional

regulation strategies, self-regulation, character, individual cognitive self-assessment, and emotional

exhaustion factors have been under-researched. Therefore, the purpose of our study is to determine

the relationship between teachers’ emotional regulation levels and self-appraisal, life satisfaction,

emotional exhaustion, and personality traits. To this end, a quantitative approach was used.

As the primary methodological approach in the study, the model of enhancing training

optimization through increasing the effectiveness of emotional regulation strategies was employed.

The quantitative approach was adopted as the methodological orientation in the study (Sivrikova et

The study was conducted on teachers teaching in various faculties at Odlar Yurdu University.

The main criteria for the study were age groups and work experience. Thirty teachers participated in

the study. The sample included 15 male teachers (50%) and 15 female teachers (50%). 99.5% of the

teachers from both genders taught regularly and tried to conduct interactive lessons. They were offered

various methodologies, and their consent was obtained. No actions were taken against anyone’s will

in the study.

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Several methodologies were used in the study. The methods used in the study were to

determine the teachers’ level of emotional exhaustion, to identify the emotional self-regulation

strategies they used in the training process, was also conducted with the aim of studying the impact

of teachers’ life satisfaction level on their self-regulation strategies.

The following methods were used in the study:

1. The “Emotion Control Values” questionnaire (Pankratova and Osin, 2015).

questionnaire. The questions in the questionnaire were grouped into four blocks:

1) passivity, fatigue;

2) motivation for professional activity;

3) alienation from work;

4) assessment of negative impact (Sivrikova et al., 2017).

The total questionnaire consists of 33 questions. The lower the total score, the higher the

level of psychosocial adaptation to the profession. The opposite is also true.

4. To assess individual differences in attention, the 10-item ERQ “Emotional Cognitive

Reappraisal and Reaction Inhibition” method was used (Gross & John, 2003). The cognitive reappraisal

scale presented consists of six items. Participants were asked to indicate their degree of agreement

of 84 items. Each answer option is initially evaluated by authorized experts with a specic number

of points. This is indicated in the key next to the decision number in parentheses. This is because

the features included in the symptom have different meanings when determining its severity. The

maximum score of 10 points was given by the judges to the item that most strongly indicated the

symptom. According to the “key,” the following calculations are performed:

1) the sum of the scores is determined separately for each of the 12 symptoms of “burnout”;

2) The sum of the symptom scores is calculated for each of the 3 stages of “burnout” formation;

3) The nal indicator of the “emotional burnout” syndrome is the sum of the indicators for all

12 symptoms. Mathematical statistics methods, including the r-Spearman rank correlation coefcient,

were used for the statistical processing of the empirical study’s results. The quantitative data was

The study began with an empirically derived and validated approach to the problem.

Then, permission was sought from the educational institution to obtain the information through a

documentary presentation required by the university administration. Once approved, the instruments

were administered, and the data were entered into SPSS 22 statistical software for differential

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analysis in accordance with the proposed objectives. After processing, they were clearly presented

and summarized in tables with the necessary analysis and comments.

To analyze the data obtained, the study began with an age-appropriate assessment of

teachers’ emotional strategies. For the research, two specic emotional regulation strategies were

selected: cognitive reappraisal and expressive suppression. Cognitive reappraisal is a change in one’s

attitude toward a situation that allows for the modication of emotional reactions, while expressive

suppression is the inhibition of the external manifestations of already-formed emotional reactions.

As shown in Table 1, the emotional evaluation scales differ signicantly in the teachers’ age-

related dynamics. Thus, among young teachers aged around 25–35, 73.25 percent chose appropriate

strategies for cognitive appraisal, while 26.75 percent chose expressive suppression of emotions.

Clearly, age-related changes are more pronounced in cognitive evaluation among new-generation

teachers. This stems from their ability to manage their emotions and make decisions appropriate to

the situation.

As seen in Table 1, instances of expressive suppression of emotions are less pronounced

in them. This fact indicates that it is not academic experience, but rather the demands of the new

educational environment, that are signicant in teachers’ management of their emotions. Other

changes vary in a developmentally appropriate and regular manner, and in the 57-59 age group, a

extraversion and cognitive strategy is more signicant than that with expressive suppression (p =

Table 2 shows that cognitive reappraisal correlates with extraversion and agreeableness, it,

openness to experience, and conscientiousness, and at the same time, at the P = 0.2 level, expression

suppression is negatively correlated with neuroticism, extraversion, and openness to experience.

Often, however, it is merely a tendency.

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Understanding one’s own

emotions

Managing one’s emotions

Control of expression

others

Managing the emotions of

others

0,13

0,55**

General tolerance in life

Attractiveness

situation is the same for the life satisfaction scales.

The cognitive reappraisal strategy differs from the expressive suppression strategy. Here, a

signicant positive correlation was found between general life tolerance, attractiveness, control, and

risk acceptance and cognitive strategies (at p=0.01 and p=0.5 levels). In the expressive suppression

strategy, however, there are no correlations and in some cases, they are only trending (at the p=0.001

level, r=-0.19).

Table 3. Indicators of the relationship between teachers’ emotional strategies and years of academic

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