2009/03/31 by Rosemary E. Sutton, Reneé Mudrey-Camino, Catharine C. Knight
Psychology · Social Sciences · #Child and Adolescent Psychosocial and Emotional Development #Early Childhood Education and Development #Parental Involvement in Education
paper · doi:10.1080/00405840902776418
crossref issued 2009/03/31 · crossref published 2009/03/31 · crossref published-print 2009/03/31 · openalex publication_date 2009/03/31 · crossref created 2009/04/07 · crossref deposited 2024/03/12 · openalex created_date 2025/10/10 · crossref indexed 2026/07/31 · openalex updated_date 2026/08/01
This article describes a series of studies on teachers' attempts to modify the intensity and duration of their emotions, and how their emotions are expressed in the classroom. Among the important findings is that teachers practice emotion regulation because they believe it makes them more effective in management, discipline, and their relationships with students. Further, teachers are much more confident that they can communicate their positive emotions than reduce their negative emotions, and they use a variety of emotion regulation strategies, including preventive and reactive methods. These results stand in contrast to the fact that most pre-service programs give little emphasis to relationships among teachers' emotions, classroom management, and teaching practice.