This study aimed to explore Chinese teachers’ emotion
regulation goals and strategies used before, in, and after classroom teaching.
Thirty-four teachers from elementary, middle and high schools were interviewed
with semi-structure questionnaire. Chinese teachers’ goals for regulating
emotions included achieving instructional goals, decreasing the negative impact
of emotions on student learning, confirming the professional and ethical norms,
maintaining teachers’ and students’ mental health, keeping positive emotional
images, and nurturing good teacher-student relationships. Teachers used various
antecedent-focused and response-focused strategies to control their emotions
before, in, and after class. In general, Chinese teachers used
response-modulation most frequently, followed by cognitive changes in and after
classroom teaching. These findings have implications for productive delivery of
education service, teacher training and policy-making.
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