[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594088-105":59,"doc-detail-594088-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teachers-emotion-regulation-implications-for-classroom-conflict-management-article-2","Teachers’ Emotion Regulation - Implications for Classroom Conflict Management - Article 2","","It has been postulated that emotions play essential roles in conflict situations and that excessive expression or inappropriate display can reduce teachers’ ability to manage conflict. This pilot study examines relationships between teachers’ emotion-regulation abilities and conflict-management strategies used in classrooms. The sample includes 878 teachers in Portuguese schools who completed instruments based on Mayer and Salovey’s emotional intelligence model and Rahim’s conflict-management model.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-emotion-regulation-implications-for-classroom-conflict-management-article-2/594088/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-emotion-regulation-implications-for-classroom-conflict-management-article-2/594088.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about teachers’ emotions and classroom conflict?","Question",{"text":112,"@type":113},"The study examines how teachers’ emotion-regulation ability relates to the conflict-management strategies they use in classroom settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and who participated?",{"text":117,"@type":113},"A pilot study used a sample of 878 teachers working in Portuguese schools. Participants completed instruments based on an emotional intelligence model and a conflict-management model.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies are associated with stronger emotion regulation according to the findings?",{"text":121,"@type":113},"Teachers showing greater ability to regulate emotions tend to use mainly integrating and compromising strategies to manage classroom conflicts more frequently.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594088,1792165415,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 8 | Article 2 |\n| --- | --- |\n| 2022\u003Cbr>Teachers’ Emotion Regulation: Implications for Classroom Conflict Management\u003Cbr>Sabina Valente\u003Cbr>Polytechnic Institute of Portalegre; Research Center in Education and Psychology, University of Évora; VALORIZAResearch Center for Endogenous Resource Valorization, Portugal\u003Cbr>Abílio Afonso Lourenço\u003Cbr>Alexandre Herculano School Group, Porto; University of Minho, Braga, Portugal\u003Cbr>Sergio Dominguez-Lara\u003Cbr>Universidad de San Martín de Porres, Lima, Perú\u003Cbr>Ali Derakhshan\u003Cbr>Department of English language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran\u003Cbr>Zsolt Németh\u003Cbr>Faculty of Sciences, Institute of Sport Science and Physical Education, Department of Theory and Practice of Sports, University of Pécs, Pécs, Hungary\u003Cbr>Leando S. Almeida\u003Cbr>Institute of Education, University of Minho, Braga, Portugal\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Higher Education and Teaching Commons |  |\n\nRecommended Citation  \nValente, S., Lourenço, A. A., Dominguez-Lara, S., Derakhshan, A., Németh, Z., & S. Almeida, L. (2022) . Teachers’ Emotion Regulation: Implications for Classroom Conflict Management. Australian Journal of Teacher Education, 47(8) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n8.2](http://dx.doi.org/10.14221/ajte.2022v47n8.2)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss8/2](https://ro.ecu.edu.au/ajte/vol47/iss8/2)  \nTeachers’ Emotion Regulation: Implications for Classroom Conflict  \nManagement  \nSabina Valente  \nPolytechnic Institute of Portalegre; Research Center in Education and Psychology; Research Center for Endogenous Resource Valorization, Portugal Abílio Afonso Lourenço  \nUniversity of Minho, Braga, Portugal  \nSergio Dominguez-Lara  \nUniversidad de San Martín de Porres, Lima, Perú  \nAli Derakhshan  \nGolestan University, Gorgan, Iran  \nZsolt Németh  \nUniversity of Pécs, Pécs, Hungary  \nLeando S. Almeida  \nUniversity of Minho, Braga, Portugal  \nAbstract: It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or  \ninappropriate display can reduce the capacity to manage conflict.  \nHowever, there is a lack of research that relates teachers’ emotionregulation ability to managing conflict. To bridge this gap, this pilot study aimed to examine the relationships between teachers’ emotionregulation ability and conflict management strategies used in the  \nclassroom. The sample consisted of 878 teachers (61% women) working in Portuguese schools, which completed an application of Mayer and Salovey’s emotional intelligence model and Rahim’s model of conflict management. Using the structural equation modeling, findings revealed that the teachers who tend to show a greater ability to regulate emotions use mainly integrating and compromising strategies to manage classroom conflicts more frequently than other strategies. In conclusion, it is necessary to create a curriculum in the pre-service teachers’ education programs that includes emotional education, so that they can acquire emotional regulation skills, due to their importance in classroom conflict management.  \nKeywords: Emotion regulation ability, classroom conflict, teacher-student relationship, pre-service teacher training  \nIntroduction  \nTeaching is intrinsically an emotional activity (Savina et al., 2021), and emotional processes are evident in all classrooms (Valente et al., 2022) . Research also indicates that classroom conflicts represent one of the most outstanding challenges that teachers currently experience in educational settings (Doğan, 2016). As put forward by Savina et al. (2021), teachers may experience disappointment with the lack of","cbCaieY2W00MonVh","https://ap.wps.com/l/cbCaieY2W00MonVh","pdf",342552,16,"English","# Abstract\n# Introduction\n## Emotional processes in teaching\n## Emotion regulation and conflict management","[{\"question\":\"What does the study investigate about teachers’ emotions and classroom conflict?\",\"answer\":\"The study examines how teachers’ emotion-regulation ability relates to the conflict-management strategies they use in classroom settings.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"A pilot study used a sample of 878 teachers working in Portuguese schools. Participants completed instruments based on an emotional intelligence model and a conflict-management model.\"},{\"question\":\"What strategies are associated with stronger emotion regulation according to the findings?\",\"answer\":\"Teachers showing greater ability to regulate emotions tend to use mainly integrating and compromising strategies to manage classroom conflicts more frequently.\"}]","Teachers’ Emotion Regulation - Implications for Classroom Conflict Management - Article 2 | PDF",1792078510]