نمایش مختصر رکورد

dc.contributor.authorTahami Zarandi, Layaen_US
dc.contributor.authorHaddad Narafshan, Mehryen_US
dc.contributor.authorSeyfaddiny, Peymanen_US
dc.date.accessioned1402-04-07T19:23:32Zfa_IR
dc.date.accessioned2023-06-28T19:23:34Z
dc.date.available1402-04-07T19:23:32Zfa_IR
dc.date.available2023-06-28T19:23:34Z
dc.date.issued2023-06-01en_US
dc.date.issued1402-03-11fa_IR
dc.date.submitted2022-03-08en_US
dc.date.submitted1400-12-17fa_IR
dc.identifier.citationTahami Zarandi, Laya, Haddad Narafshan, Mehry, Seyfaddiny, Peyman. (2023). A Comparative Study of English as a Foreign Language Teachers’ Emotion Regulation and Well-Being in Iran and Iraq. Iranian Journal of Comparative Education, 6(2), 2446-2466. doi: 10.22034/ijce.2022.332985.1402en_US
dc.identifier.issn2588-7270
dc.identifier.issn4989-2676‬
dc.identifier.urihttps://dx.doi.org/10.22034/ijce.2022.332985.1402
dc.identifier.urihttps://journal.cesir.ir/article_160842.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/995799
dc.description.abstractThe spread of English as an international language has made it essential for Iran and Iraq to have effective teachers. The emotions experienced and the emotion-regulation strategies used by 659 (349 in Iran and 310 in Iraq) English language teachers enrolled in high-schools were investigated in 2021. This was a cross-sectional survey, studied Iranian school teachers from Kerman Province and Iraqi teachers from Basra Province. To collect the data, three online questionnaires on emotion regulation, psychological well-being at work, and teacher emotional labor strategies were submitted to English language teachers either in person or via email. Correlations showed that emotion regulation and its aspect (cognitive reappraisal) and emotional labor strategies correlated positively with teachers' well-being both in Iran and Iraq. Furthermore, the preferred mode of emotion regulation in both contexts was cognitive reappraisal. Iranian and Iraqi teachers experienced the same level of emotion regulation and well-being, implying a common sense of emotions among teachers. The level of emotional labor strategies employed by Iranian and Iraqi teachers, however, differed significantly. In comparison with Iraqi teachers, Iranian teachers used more emotional labor strategies. In brief, curriculum and educational planners should take steps to support teachers in regulating their emotions, which contributes to their well-being.en_US
dc.format.extent880
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherComparative Education Society of Iran ( CESIR)en_US
dc.publisherانجمن آموزش و پرورش تطبیقی ایرانfa_IR
dc.relation.ispartofIranian Journal of Comparative Educationen_US
dc.relation.ispartofفصلنامه ایرانی آموزش و پرورش تطبیقیfa_IR
dc.relation.isversionofhttps://dx.doi.org/10.22034/ijce.2022.332985.1402
dc.subjectCognitive Reappraisal Emotion Regulation Emotional Labor Strategy Expression Suppression Wellen_US
dc.subjectbeingen_US
dc.titleA Comparative Study of English as a Foreign Language Teachers’ Emotion Regulation and Well-Being in Iran and Iraqen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentPhD Student, Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iranen_US
dc.contributor.departmentAssistant Prof, Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iranen_US
dc.contributor.departmentAssistant Prof, Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iranen_US
dc.citation.volume6
dc.citation.issue2
dc.citation.spage2446
dc.citation.epage2466
nlai.contributor.orcid0000-0003-2598-5291


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