Overview of emotional regulation in teachers with problematic students

Abstract

This study aims to find out the picture of emotion regulation in private junior high school (SMP) teachers in Sleman Regency when dealing with problematic students. Emotion regulation is understood as the ability of individuals to recognize, control, and express emotions adaptively so as not to have a negative impact on themselves or others. This study uses a qualitative approach with a case study method. The research subjects consisted of three private junior high school teachers who were selected using purposive sampling techniques. The data collection technique was carried out through in-depth interviews and observations, then analyzed using phenomenological analysis. The results of the study show that teachers' emotional regulation can be seen through four aspects according to Gross's theory, namely: (1) emotion regulation strategies, which are shown by implementing religious teachings, self-control, and self-introspection; (2) the ability of individuals not to be affected by negative emotions, through an attitude of seeking solutions, being patient, avoiding emotional triggers, and reflecting on the responses that arise; (3) emotional control response, which can be seen from the ability to deal directly with emotional causes, calm down, and divert one's mind; and (4) acceptance of emotional responses, in the form of venting emotions in a certain way, recognizing the emotions felt, having the desire to change, and not caring too much about the views of others. Overall, this study confirms that teachers who are able to manage their emotions well will be more effective in creating a conducive and harmonious classroom atmosphere. Emotional regulation is not only important for the well-being of teachers themselves, but also has an impact on the quality of interaction with students.