Exploring the Use of Emotion Regulation Strategies to Improve Positive Emotional Well-being among School Teachers in Malaysia

Abstract

This qualitative study explores into the emotional well-being of Malaysian school teachers,
exploring the employment of emotion regulation strategies within and beyond the classroom setting.
A purposeful sample of 12 teachers was drawn from primary schools to provide insights into their
experiences. In-depth, semi-structured face-to-face interviews served as the primary data collection
method, allowing for a nuanced understanding of the teachers‟ emotion regulation practices. The
findings illuminate a diverse array of emotion regulation strategies utilised by teachers, including
prayer, exercise, gardening, and spending quality time with their families. These strategies emerged as
effective means to navigate and manage the complex emotional demands associated with their
profession. Specifically, these methods were identified as instrumental in stress reduction,
contributing to an overall enhancement of the teachers‟ emotional well-being. Recognising the
emotionally taxing nature of the teaching profession, this research underscores the importance of
comprehending how teachers regulate their emotions. The insights gained from this study not only
shed light on the coping mechanisms employed by teachers but also hold significant implications for
their job satisfaction and overall performance. In addressing the emotional dimensions of teaching,
this study contributes valuable perspectives that can inform educational policies and support
mechanisms aimed at fostering the well-being of educators.