An Exploratory Study on the Interplay between Teachers' Wellbeing, Emotional Regulation, and Work Engagement
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| Title: | An Exploratory Study on the Interplay between Teachers' Wellbeing, Emotional Regulation, and Work Engagement |
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| Language: | English |
| Authors: | Andreia Teixeira, Vera Coelho, Andreia Valquaresma, Mónica Soares, Francisco Machado, Helena Azevedo |
| Source: | International Journal of Emotional Education. 2025 17(2):149-153. |
| Availability: | Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Preschool Teachers, Elementary School Teachers, Middle School Teachers, Secondary School Teachers, Teacher Welfare, Teacher Participation, Self Management, Emotional Response |
| Geographic Terms: | Portugal |
| ISSN: | 2073-7629 |
| Abstract: | Teachers' wellbeing plays a crucial role in fostering high-quality educational environments and positive outcomes for students, teachers, and the educational community. Previous studies show that teachers´ emotional regulation strategies, particularly cognitive reappraisal, positively affect wellbeing (Braun et al., 2020). Additionally, work-related factors, such as work engagement and working conditions, also play a significant role. This study explores wellbeing among 443 teachers, examining its relationship with emotional regulation strategies, and work engagement. Data was collected using the Mental Health Continuum (Fonte et al., 2020), Emotion Regulation Questionnaire (Gross & John, 2003), and Utrecht Work Engagement Scale (Sinval et al., 2018). Results showed that teachers exhibit medium-high emotional wellbeing, medium psychological wellbeing, and medium-low social wellbeing. Cognitive reappraisal and work engagement, particularly vigor and dedication, positively predicted wellbeing, while emotional suppression negatively predicted all dimensions of wellbeing. Findings highlight the importance of promoting emotional regulation and work engagement to enhance teacher´s wellbeing. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490920 |
| Database: | ERIC |
| Abstract: | Teachers' wellbeing plays a crucial role in fostering high-quality educational environments and positive outcomes for students, teachers, and the educational community. Previous studies show that teachers´ emotional regulation strategies, particularly cognitive reappraisal, positively affect wellbeing (Braun et al., 2020). Additionally, work-related factors, such as work engagement and working conditions, also play a significant role. This study explores wellbeing among 443 teachers, examining its relationship with emotional regulation strategies, and work engagement. Data was collected using the Mental Health Continuum (Fonte et al., 2020), Emotion Regulation Questionnaire (Gross & John, 2003), and Utrecht Work Engagement Scale (Sinval et al., 2018). Results showed that teachers exhibit medium-high emotional wellbeing, medium psychological wellbeing, and medium-low social wellbeing. Cognitive reappraisal and work engagement, particularly vigor and dedication, positively predicted wellbeing, while emotional suppression negatively predicted all dimensions of wellbeing. Findings highlight the importance of promoting emotional regulation and work engagement to enhance teacher´s wellbeing. |
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| ISSN: | 2073-7629 |
