Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 24 no. 3 (2024)

Emotion Regulation, Difficulties and Frustration among Private College Teachers

Rea Manigbas | Marebel Dela Cruz

Discipline: Education

 

Abstract:

This study aims to measure emotion regulation, the challenges associated with it, and levels of frustration experienced by private college teachers. The primary objective was to measure these emotional dynamics and understand how they affect both personal well-being and professional effectiveness. Employing a quantitative correlational research design, the study utilized online surveys administered through Google Forms to collect data from a diverse sample of selected private college teachers. The demographic profile of the respondents revealed a broad range of ages and professional experiences, with a significant concentration in the 27-29 age bracket and a predominant representation of those with three to five years of teaching experience. This demographic diversity highlights the inclusion of both novice and veteran educators, offering a comprehensive view of emotion regulation and frustration within the teaching profession. The study’s findings indicate that college teachers generally demonstrate high levels of emotional regulation, particularly in the areas of emotional integration and suppression. These findings suggest that teachers are adept at managing their emotions in ways that foster a constructive classroom environment and support their professional roles. Nevertheless, the study also identified notable difficulties in emotion regulation, such as instances of emotional dysregulation and challenges in managing emotional distress, which point to the need for specific interventions aimed at improving emotional resilience among educators. Furthermore, the study uncovered a significant level of frustration among college teachers, primarily linked to feelings of being undervalued or unappreciated in their professional roles. Despite their overall emotional resilience, these frustrations highlight the critical need for institutional measures that promote a culture of recognition and support, which could alleviate some of the professional dissatisfaction reported by the respondents. The study’s results emphasize the necessity of developing targeted support mechanisms to address the identified difficulties in emotion regulation and to manage the sources of frustration experienced by college teachers. By promoting emotional awareness and offering practical emotion regulation strategies, educational institutions can enhance the well-being of teachers and improve job satisfaction. This approach not only benefits the educators themselves but also positively impacts the learning environment for students. Overall, the research underscores the importance of understanding and addressing the emotional experiences of selected private college teachers to foster a supportive and effective educational setting.



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