A person-centered analysis of Hong Kong kindergarten teachers' emotion regulation: Profiles, characteristics and relations

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Journal of Education Pub Date : 2024-05-21 DOI:10.1111/ejed.12687

Hongbiao Yin, Yangyang Guo

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Abstract

With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person-centred approach and conducted the latent profile analysis, identifying different profiles of teachers' use of the emotion regulation strategies. It also examined the relationships between these profiles and teachers' self-efficacy and two contextual antecedents, instructional leadership and trust in colleagues in kindergartens. The study validated a three-dimensional measurement of kindergarten teachers' emotion regulation in Hong Kong, namely cognition-focused regulation, (negative) emotion-focused regulation, and behaviour-focused regulation. Moreover, it identified four profiles of kindergarten teachers' emotion regulation strategy use with distinctive characteristics, and revealed some significant relationships between teachers' emotion regulation and self-efficacy as well as school contexts. The findings highlight the role of beneficial school climate in eliciting teachers' effective emotion regulation and thereby enhancing their self-efficacy.

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以人为本的香港幼儿园教师情绪调节分析：概况、特征和关系

本研究以香港 470 名幼稚園教師為樣本，首先檢視這些教師的情緒調節策略，並以新改良的量表《幼稚園教師情緒調節量表》進行評估。然后，研究采用以人为中心的方法，进行潜在特征分析，找出教师使用情绪调节策略的不同特征。研究还考察了这些特征与教师自我效能感以及教学领导力和对幼儿园同事的信任这两个情境前因之间的关系。研究验证了香港幼儿园教师情绪调节的三维测量方法，即以认知为中心的调节、以（消极）情绪为中心的调节和以行为为中心的调节。此外，研究还发现了幼儿园教师情绪调节策略使用的四种特征，并揭示了教师情绪调节与自我效能感和学校情境之间的一些显著关系。研究结果凸显了有益的学校氛围在激发教师有效的情绪调节从而提高其自我效能感方面的作用。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

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0.00%

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期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.