Values, emotions and emotion regulation in special education teachers in Hong Kong: Influences on life satisfaction and occupational stress

Values, emotions and emotion regulation in special education teachers in Hong Kong: Influences on life satisfaction and occupational stress

Emotions in learning, teaching, and leadership: Asian perspectives

• Wang, Hui The Education University of Hong Kong
• Yang, Lan The Education University of Hong Kong
• King, Ronnel Bornasal University of Macau
• Sin, Kuen Fung The Education University of Hong Kong
• Yan, Zi The Education University of Hong Kong

• Chen, Junjun The Education University of Hong Kong
• King, Ronnel Bornasal University of Macau

London

Routledge

2021

• E 特殊教育
• M 教師與教師教育
  • MF 教育工作人員之特徵與境況

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Teachers in special education, compared with those in mainstream contexts, encounter more challenging situations in teaching and suffer from lower psychological and emotional well-being. The major research purpose was to test the effects of teacher values, emotions and emotion regulation on their psychological well-being. The current sample included 66 teachers from three special education schools. Results showed that teachers’ intrinsic value, enjoyment, as well as cognitive reappraisal all positively predicted teachers’ life satisfaction, while teacher anger negatively predicted occupational stress. Moving a step further, when teachers’ cognitive reappraisal levels were taken into consideration, teachers who reported high anger but low cognitive reappraisal were found to have significantly lower life satisfaction. Comparatively, higher life satisfaction was found among teachers who reported high cognitive reappraisal. Theoretical and practical implications of these findings are discussed in relation to research advances in teacher emotions and emotion regulation. Copyright © 2021 selection and editorial matter, Junjun Chen and Ronnel B. King; individual chapters, the contributors.

• 英文

章節

• 0367374021
• 9780367374020

• 10.4324/9780429353581

https://bibliography.lib.eduhk.hk/tc/bibs/c4b6e222

2021-05-20