The Relationship Between Teachers' Resilience, Emotional Regulation and Classroom Management, as Mediated by the Role of Teachers' Experience[Latin Thesis]

Parastou Madani

Record Identifier: 20287
Title: The Relationship Between Teachers' Resilience, Emotional Regulation and Classroom Management, as Mediated by the Role of Teachers' Experience
Personal Name: Parastou Madani
Supervisor: Dr. Mohammad Mahdi Hajmalek
Univercity: Khatam
Degree: Master
Studied Year: 2019

Maintaining teachers in the early stages of the occupation is a major issue of concern in many countries. In this regard, teachers' resilience and emotional regulation are relatively recent areas of investigation which provide a way of understanding what enables teachers to persist in the face of challenges. The purpose of this research study was to explore the relationship between teachers' resilience, emotional regulation and classroom management as mediated by the role of teachers' experience. A mixed-methods research design, which combined quantitative and qualitative data collection and analysis techniques was employed in the current study. The study targeted 150 EFL teachers (male and female) who were teaching in various schools in Tehran. The age range of the participants was between 20 and 55/, and the average years of their experience was 10 years. The participants, who were all Iranian EFL teachers and native speakers of Persian, were asked to fill in three questionnaires, namely, a 10-item Emotion Regulation Scale, a 38-item Resilience Scale, and the Behavior and Instructional Management Scale (BIMS). A correlational analysis indicated that while there was a significant relationship between teachers' resilience and classroom management, emotional regulation could not predict classroom management individually; it means that probably resilience is a better predictor of classroom management. Moreover, experience did not significantly moderate the relationship between teachers' resilience, emotional regulation and classroom management. The qualitative phase of the study used semi-structured open-ended interviews which were analyzed by two coders through thematic analysis. According to the results of the interviews, Iranian EFL teachers believed that resilience and emotional regulation can both affect classroom management/, and years of experience has a remarkable role in classroom management. The findings of this study have implication for supervisors, teachers, curriculum developers, syllabus designers, administrators and policy makers in similar contexts.

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