Emotion Regulation Strategies of Thai Teachers Facing Communication Challenges with Migrant Students: A Q Methodology Study
Issued Date
2024-01-01
Resource Type
ISSN
01195646
eISSN
22437908
Scopus ID
2-s2.0-85208203321
Journal Title
Asia-Pacific Education Researcher
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SCOPUS
Bibliographic Citation
Asia-Pacific Education Researcher (2024)
Suggested Citation
Thumvichit A., Phanthaphoommee N. Emotion Regulation Strategies of Thai Teachers Facing Communication Challenges with Migrant Students: A Q Methodology Study. Asia-Pacific Education Researcher (2024). doi:10.1007/s40299-024-00937-z Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/101979
Title
Emotion Regulation Strategies of Thai Teachers Facing Communication Challenges with Migrant Students: A Q Methodology Study
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Author's Affiliation
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Abstract
The study employed Q methodology to investigate Thai primary school teachers’ emotion regulation (ER) in classrooms with migrant students, categorizing them into different cohorts based on their shared ER strategies and exploring how these strategies influence teachers and their multicultural classrooms. Three distinct teacher groups were identified. The first group, re-rationalizers, address obstacles by reinterpreting them in a positive light, emphasizing their roles as moral guides and facilitators of student development. The second group, change makers, tackle communication issues directly with a strong commitment to student support and an inclusive mindset. The third group, self-distractors, manage emotional difficulties by shifting their attention to the positive aspects of the situation. Although they may not directly address the issue, this strategy helps maintain a positive atmosphere in the multicultural classroom. These strategies highlight the importance of understanding teachers’ emotion regulation among the participants to enhance their effectiveness in working with diverse students, with implications for policymakers and education at large. The findings underscore the significance of understanding teachers’ emotion regulation strategies to improve their effectiveness in diverse educational settings. These insights have implications for policymakers and educational practices.