PRESCHOOL TEACHERS' EMOTION REGULATION

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Ann Arbor, Mich : UMI, 2025.

Wilmington University (New Castle, Del.)

Preschool students are three times more likely to be expelled than those students in kindergarten to 12th grade (Gilliam, 2005). A student who experienced being expelled in preschool is at a higher risk for future expulsion, dropping out of high school, and an overall lower academic performance compared to their peers (Meloy et al., 2019; Sutton et al., 2009). Preschool-aged children's cognitive skills are still developing, including their ability to stay focused in the classroom, self-control, and the ability to regulate (Li et al., 2022; Meloy et al., 2019; Pekrun et al., 2002). A positive relationship between students and teachers has been shown to positively impact the type of behaviors exhibited in the classroom and support academic success (Frenzel et al., 2009). Emotion regulation of both the student and teacher is vital for the quality of this relationship and possible impacts on the student's social-emotional knowledge (Graziano et al., 2007). An area with limited research is the experience of preschool teachers with emotion regulation. This study used a multi-methods approach, including a questionnaire and interview of preschool teachers about their experiences with emotion regulation. The Intrapersonal Emotion Regulation Questionnaire was administered to preschool teachers from the Johnston County Public School district in North Carolina, with 25 preschool teachers completing the survey. Seven of those 25 preschool teachers participated in an interview that focused on their experiences of using emotion regulation in the classroom. Results from the quantitative data indicated no correlation between the preschool teachers' interpersonal emotion regulation abilities and the number of students expelled from their classrooms. The qualitative data collected gave insight into the participants' experiences with emotion regulation in the classroom. From the data, three themes emerged: the description of emotion regulation, strategies used to regulate emotion, and

Emotions.; Emotions in children.; Preschool teachers.; Émotions chez l'enfant.

Open access content. Open access content
Davis, Sara L.

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