English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive Behaviour
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 pos...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2025-01-01
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| Series: | Profile Issues in Teachers' Professional Development |
| Subjects: | |
| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/114147 |
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| _version_ | 1841526566405799936 |
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| author | Thinley Wangdi Karma Sonam Rigdel |
| author_facet | Thinley Wangdi Karma Sonam Rigdel |
| author_sort | Thinley Wangdi |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-52612459bf974c8788bb57ebe02aa877 |
| institution | Kabale University |
| issn | 1657-0790 2256-5760 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile Issues in Teachers' Professional Development |
| spelling | doaj-art-52612459bf974c8788bb57ebe02aa8772025-01-16T16:08:00ZengUniversidad Nacional de ColombiaProfile Issues in Teachers' Professional Development1657-07902256-57602025-01-01271496510.15446/profile.v27n1.114147English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive BehaviourThinley Wangdi0https://orcid.org/0000-0002-0811-0525Karma Sonam Rigdel1https://orcid.org/0009-0003-5540-3990Walailak UniversityWangbama Central SchoolThis 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.https://revistas.unal.edu.co/index.php/profile/article/view/114147english language teachersteachers’ emotionsemotion regulation strategydisruptive behaviourbhutan |
| spellingShingle | Thinley Wangdi Karma Sonam Rigdel English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive Behaviour Profile Issues in Teachers' Professional Development english language teachers teachers’ emotions emotion regulation strategy disruptive behaviour bhutan |
| title | English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive Behaviour |
| title_full | English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive Behaviour |
| title_fullStr | English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive Behaviour |
| title_full_unstemmed | English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive Behaviour |
| title_short | English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive Behaviour |
| title_sort | english teachers emotions and regulation strategies in response to students disruptive behaviour |
| topic | english language teachers teachers’ emotions emotion regulation strategy disruptive behaviour bhutan |
| url | https://revistas.unal.edu.co/index.php/profile/article/view/114147 |
| work_keys_str_mv | AT thinleywangdi englishteachersemotionsandregulationstrategiesinresponsetostudentsdisruptivebehaviour AT karmasonamrigdel englishteachersemotionsandregulationstrategiesinresponsetostudentsdisruptivebehaviour |