EMOTION REGULATION IN THE WORKPLACE: A QUALITATIVE STUDY WITH TEACHERS

• Autor(a) principal: de Morais, Franciane Andrade
• Data de Publicação: 2023
• Outros Autores: Gondim, Sônia Maria Guedes, Missias Silva Palma, Emanuel
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/41010
• topic: Trabalho Emocional. Regulação Emocional. Professor.; Emotional Labor. Emotion Regulation. Teacher.; Trabajo Emocional. Regulación Emocional. Profesor.

This study aimed to characterize the emotional labor of the professional andtechnological education teacher by examining the emotions and the emotion regulation strategiesadopted by teachers. Eight focus groups were held, with the participation of forty-one teachersin total, to collect the data. For the data analysis, we adopted the inductive and deductivecategorization methods. The results showed that different emotions are activated in the face ofspecific emotional demands and that teachers use a variety of strategies, either in isolation or inchains, to regulate them. However, cognitive change strategies and situation modification of theprocedural model of emotional regulation were more frequently reported. The results suggestdifferences in the regulatory preferences of the teachers based on the career period and thetraining /performance area. Future research could use varied methods (e.g., observation diary)to investigate regulation's dynamic and contextual process and its outcomes and propose acontextual scale of teacher emotional regulation. The findings have implications for teachertraining programs, educational management, and future research.