Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/44114
Title: Teacher Frustration and Emotion Regulation in University Language Teaching
Authors: Morris, Sam
King, Jim
First Published: 27-Nov-2018
Publisher: De Gruyter
Citation: Chinese Journal of Applied Linguistics, 2019, 41(4), pp. 433–452
Abstract: Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers. One mechanism for reducing such frustrations is that of emotion regulation, the cognitive and behavioral strategies individuals employ to manage the emotions they experience or display. To date, no known studies have reported specifically on the in-class frustration experienced by language teachers, or on how teachers regulate their feelings of frustration. Herein, the authors discuss the experiences of seven EFL teachers at a university in Japan obtained through a series of semistructured interviews, classroom observations and corresponding stimulated-recall sessions. The authors discuss four salient thematic frustrations: student apathy, classroom silence, misbehavior in the context of relational strain, and working conditions. The results reveal that participants applied contextually-dependent emotion regulation behaviors, the success of which was often contingent on the participants’ levels of confidence and control over the stressors. Thus, participants showed more success in managing pervasive low-level stressors such as apathy and silence, and more support would be welcome to aid them to manage more debilitating stressors such as student misbehavior. The authors offer suggestions for teachers, trainers and institutions on reducing frustration.
DOI Link: 10.1515/cjal-2018-0032
ISSN: 2192-9513
Links: https://www.degruyter.com/view/j/cjal.2018.41.issue-4/cjal-2018-0032/cjal-2018-0032.xml
http://hdl.handle.net/2381/44114
Embargo on file until: 27-Nov-2019
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2018, De Gruyter. Deposited with reference to the publisher’s open access archiving policy. (http://www.rioxx.net/licenses/all-rights-reserved)
Description: The file associated with this record is under embargo until 12 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, School of Education

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