Regulating Emotions in the Teacher's Workplace: Development and Initial Validation of the Teacher Emotion-Regulation Scale

The goals of this research were to explore emotion-regulation strategies typically used by teachers in their workplace and to operationalize them in a conceptually meaningful and psychometrically sound way. Based on the assumptions of the process model of emotion regulation and a series of three empirical studies (N-1 = 25, N-2 = 611, N-3 = 309), and by implementing the mixed-method approach, a context-specific scale aimed at measuring five distinct emotion-regulation strategies, namely avoiding situations, active modification strategy, reappraisal, suppression, and tension reduction, was developed. All scales had adequate psychometric characteristics and were meaningfully related to the external variables examined.