Understanding emotion-regulation strategies among foreign language teachers in response to classroom stressors: Findings from a Q methodology study
Issued Date
2023-01-01
Resource Type
ISSN
13812890
eISSN
15731928
Scopus ID
2-s2.0-85163036649
Journal Title
Social Psychology of Education
Rights Holder(s)
SCOPUS
Bibliographic Citation
Social Psychology of Education (2023)
Suggested Citation
Thumvichit A. Understanding emotion-regulation strategies among foreign language teachers in response to classroom stressors: Findings from a Q methodology study. Social Psychology of Education (2023). doi:10.1007/s11218-023-09809-8 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/87806
Title
Understanding emotion-regulation strategies among foreign language teachers in response to classroom stressors: Findings from a Q methodology study
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Author's Affiliation
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Abstract
This study presents an analysis of emotion-regulation (ER) strategies used by Thai tertiary-level English as a Foreign Language (EFL) teachers in response to different classroom stressors. Q methodology—a mixed-methods approach that combines qualitative and quantitative techniques—was employed to identify, characterize, and compare teachers’ divergent viewpoints regarding classroom stressors and corresponding ER strategies. Specifically, a card-sorting task, known as Q sorting, was conducted with a sample of 44 teachers. The data were analyzed using by-person factor analysis to capture shared configurations across the Q sorts. The analysis unveiled three distinct factors, each characterized by a unique combination of stressors and ER strategies. The first group of teachers mitigated the stress arising from poor student performance by seeking social support. The second and third groups used situation modification to manage stress related to self-esteem and student engagement, respectively. While situation modification appeared promising, potentially benefiting both teachers and students, it also carried the risk of escalating teacher stress. The findings provide contextualized insights and a broader understanding of ER strategies among EFL teachers.