Email this article Understanding How Teachers Deal with Their Emotions : Developing Indonesian Teacher Emotional Regulation Inventory (ITERI)
Abstract
This research aims to develop a valid and reliable measurement tool that specifically explores the emotion regulation strategies used by teachers in Indonesia. This study used a cross-sectional survey method with a quantitative approach. The study involved 337 elementary school teachers from various regions across Indonesia, selected using convenience sampling. Data were collected through both offline printed questionnaires and online surveys via Google Forms. The validity of ITERI was assessed through cognitive interviews, Content Validity Index (CVI), and Confirmatory Factor Analysis (CFA). Cronbach's Alpha analysis was also conducted to evaluate reliability and descriptive analysis was performed. The results showed that 22 of 27 items in ITERI are valid in measuring six dimensions: situation selection, situation modification, attention deployment, cognitive reappraisal, suppression, and seeking social support. However, only five of six dimensions of the ITERI showed sufficient reliability, with the situation modification dimension being the least reliable. This study also found that teachers employ a diverse range of emotion regulation strategies. Therefore, teachers need to develop the ability to select appropriate strategies for the specific situations and emotions they encounter. ITERI could serve as a valuable tool for measuring and describing the emotional regulation abilities of Indonesian teachers in school contexts.
Keywords
Full Text:
PDFReferences
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. SPINE, 25(24), 3186–3191.
Buríc, I., Penezíc, Z., & Soríc, I. (2016). Regulating Emotions in The Teacher’s Workplace: Development and Initial Validation of The Teacher Emotion-Regulation Scale. International Journal of Stress Management, 24(3), 217–246. https://doi.org/10.1037/str0000035
Chang, M. L., & Taxer, J. (2021). Teacher Emotion Regulation Strategies in Response to Classroom Misbehavior. Teachers and Teaching: Theory and Practice, 27(5), 353–369. https://doi.org/10.1080/13540602.2020.1740198
Chin, W. W. (1998). Commentary: Issues and Opinion on Structural Equation Modeling. In MIS Quarterly (Vol. 22, Issue 1, pp. vii–xvi). https://www.jstor.org/stable/pdf/249674.pdf?refreqid=excelsior%3Ac8b2bd4af35e730c294bf94a088d8290
de Ruiter, J. A., Poorthuis, A. M. G., & Koomen, H. M. Y. (2021). Teachers’ Emotional Labor in Response to Daily Events With Individual Students: The Role of Teacher–Student Relationship Quality. Teaching and Teacher Education, 107(103467). https://doi.org/10.1016/j.tate.2021.103467
Deng, J., Heydarnejad, T., Farhangi, F., & Farid Khafaga, A. (2022). Delving Into The Relationship Between Teacher Emotion Regulation, Self-Efficacy, Engagement, and Anger: A Focus on English as a Foreign Language Teachers. Frontiers in Psychology, 13(1019984). https://doi.org/10.3389/fpsyg.2022.1019984
Ghanad, A. (2023). An Overview of Quantitative Research Methods. International Journal of Multidisciplinary Research and Analysis, 06(08). https://doi.org/10.47191/ijmra/v6-i8-52
Goodwin, K. A., & Goodwin, C. J. (2017). Research in Psychology: Methods and Design (8th Edition). John Wiley & Sons, Inc.
Gosling, S. D., & Mason, W. (2015). Internet Research in Psychology. Annual Review of Psychology, 66(September 2014), 877–902. https://doi.org/10.1146/annurev-psych-010814-015321
Gross, J. J. (1998). The Emerging Field of Emotion Regulation: An Integrative Review. Review of General Psychology, 2(3), 271–299.
Gross, J. J. (2001). Emotion Regulation in Adulthood: Timing Is Everything. Blackwell Publishers Inc., 214–219.
Gross, J. J. (2015). The Extended Process Model of Emotion Regulation: Elaborations, Applications, and Future Directions. In Psychological Inquiry (Vol. 26, Issue 1, pp. 130–137). Routledge. https://doi.org/10.1080/1047840X.2015.989751
Gross, J. J., & John, O. P. (2003). Individual Differences in Two Emotion Regulation Processes: Implications for Affect, Relationships, and Well-Being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348
Gross, J. J., & Thompson, R. A. (2007). Emotion Regulation: Conceptual Foundations. In Handbook of Emotion Regulation (pp. 3–26). The Guilford Press.
Heydarnejad, T., Zareian, G., Ghaniabadi, S., & Adel, S. M. R. (2021). Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI). Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.708888
Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers’ Emotions and Emotion Regulation Strategies: Self- and Students’ Perceptions. Teaching and Teacher Education, 54, 22–31. https://doi.org/10.1016/j.tate.2015.11.008
Kyndt, E., & Onghena, P. (2014). The Integration of Work and Learning: Tackling the Complexity with Structural Equation Modelling. In Professional and Practice-based Learning (Vol. 9, pp. 255–291). Springer Nature. https://doi.org/10.1007/978-94-007-7012-6_14
Lee, M., & van Vlack, S. (2018). Teachers’ Emotional Labour, Discrete Emotions, and Classroom Management Self-Efficacy. Educational Psychology, 38(5), 669–686. https://doi.org/10.1080/01443410.2017.1399199
Morais, F. A. De, Gondim, S. M. G., & Palma, E. M. S. (2023). Emotional Regulation in The Workplace: a Qualitative Study With Teachers. Educação Em Revista, 39. https://doi.org/10.1590/0102-469841010
Purna, R. S., Prawitasari, J. E., & Hitipeuw, I. (2019). The Construct Validity of the Teacher’s Emotion Regulation Scale. In A. F. Nasa, M. G. Adianti, & Moh. A. Hakim (Eds.), International Conferences Psychology, Education, and Mental Health (pp. 229–240). Medicine Faculty Universitas Andalas.
Ryan, K., Gannon-Slater, N., & Culbertson, M. J. (2012). Improving Survey Methods With Cognitive Interviews in Small- and Medium-Scale Evaluations. American Journal of Evaluation, 33(3), 414–430. https://doi.org/10.1177/1098214012441499
Sancoko, C. H., & Sugiarti, R. (2022). Kinerja Guru dan Faktor yang Mempengaruhinya. Jurnal Pendidikan Rokania, 7(1), 1–14. www.scopus.com
Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers’ Emotion Regulation and Classroom Management. Theory into Practice, 48(2), 130–137. https://doi.org/10.1080/00405840902776418
Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how.” Teaching and Teacher Education, 74, 180–189. https://doi.org/10.1016/j.tate.2018.05.008
Taylor, L. P., Newberry, M., & Clark, S. K. (2020). Patterns and Progression of Emotion Experiences and Regulation in The Classroom. Teaching and Teacher Education, 93(103081). https://doi.org/10.1016/j.tate.2020.103081
Wang, H., Burić, I., Chang, M. L., & Gross, J. J. (2023). Teachers’ Emotion Regulation and Related Environmental, Personal, Instructional, and Well-being Factors: A Meta-analysis. In Social Psychology of Education (Vol. 26, pp. 1651–1696). Springer Science and Business Media B.V. https://doi.org/10.1007/s11218-023-09810-1
Yusoff, M. S. B. (2019). ABC of Content Validation and Content Validity Index Calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6
DOI: https://doi.org/10.33394/jk.v10i4.12918
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 The Author(s)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran
E-ISSN: 2442-7667
Published by LPPM Universitas Pendidikan Mandalika
Email: [email protected]
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.