In what ways do Chinese teachers manage emotions in classroom settings

Chinese teachers manage emotions in classroom settings through various strategies, combining emotion regulation goals, social support, intrinsic motivation, and emotional labor adapted to the cultural context. Key insights include:

• Chinese teachers regulate emotions to achieve instructional goals and reduce negative emotional impacts, using strategies before, during, and after teaching to maintain classroom harmony and effectiveness.
• Grit plays a significant mediating role in how Chinese teachers cope with classroom demands and resources, impacting their experience of positive and negative emotions.
• Emotional resilience is enhanced by intrinsic motivation and professional identity, supported by mechanisms like teaching reflection and peer support systems, aiding teachers’ emotional regulation.
• Teachers employ emotional labor to manage their expressed emotions, balancing between genuine feelings and expected professional demeanor, which varies based on gender, grade level, and region.
• The classroom climate strongly affects teachers’ emotional exhaustion and well-being, with positive climates preventing exhaustion and improving emotional management.
• Interpersonal emotion regulation strategies and emotional intelligence are used to transform emotional disturbances into well-being, fostering supportive environments that engage students.
• Managing disruptive behaviors is approached with strategies that consider both students’ and teachers’ emotional responses, aiming to maintain positive classroom emotions.

These approaches collectively emphasize Chinese teachers’ focus on maintaining emotional balance for effective teaching, supporting student engagement, and sustaining teacher well-being within culturally influenced norms of emotional expression and regulation. ^{1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

References

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