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Managing classroom is a teacher’s responsibility and this can affect their emotion through students’ academic achievement, behaviour, or participation in the classroom. In dealing with this matter, teachers may have their own solutions since they can enhance their skills in handling their students but there are some arguments saying that some of them could not handle it by themselves. This study aims to identify the most common emotion regulation strategies among science teachers based on previous studies. In achieving that objective, a systematic literature review has been carried out based on established guidelines using leading databases namely Scopus, Dimensions.ai, Google Scholar, Mendeley and Semantic Scholar. This paper reveals four themes which are 1) emotion, 2) teacher, 3) student and 4) classroom management. The significance of this study is 1) to assist stakeholders such as teachers as well as students theoretically; 2) provide an insight for other teachers to regulate their own emotions in dealing with students; 3) give benefits to teachers, students and society as a whole because teachers can influence the students through the emotions portrayed; and 4) the elements in this study can be recreated to be tested in future research and benefit other populations as well. As conclusion, this study found that teachers regulate their emotions through intrinsic regulation, antecedent-focused emotion regulation, cognitive change, acceptance and appraisal. Teacher’s well-being is an important quality to be looked after, which has proven to be achieved through an emotion regulation technique, thus increase the positive emotion. In addition, other factors that contribute to their emotion can also be identified from students’ engagement, achievement and motivation. A good mental health can help teachers to improvise themselves.
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In-Text Citation: (Shaifuddin & Ab.Wahid, 2022)
To Cite this Article: Shaifuddin, F. S. M., & Ab.Wahid, N. T. (2022). Common Emotion Regulation Strategies among Science Teachers for Maximizing Their Personal and Social Well-Being. International Journal of Academic Research in Progressive Education and Development, 11(4), 336–352.
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