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Introduction
Teaching has always been perceived as a difficult job. It is a profession that involves
managing students' behavior (Chang and Davis, 2009), dealing with competitive teachers (Riolli
and Savicki, 2002) and maintaining good relationship with the parents (Cohen et al., 1999;
Skaalvik and Skaalvik, 2007). With the multiplicity of roles, teachers are prone to experience
distress, and eventually burnout. Burnout is a condition wherein an individual feels exhausted
after a failure, lacks motivation and feels being ineffective (Maslach and Jackson, 1981).
Teachers' burnout has been known to lower motivation, degrade health, and lower job
studies have tried to establish antecedents of burnout. For instance, personality dimensions
interference of parents (Cockburn, 1996), and workload (Mullins, 2005; Teven, 2007) were
found to likely lead to burnout. However, only few studies have explored how teachers’
emotions affect burnout. Examining teachers’ affective experiences is important as these have
been found to affect different areas in teacher’s life. This study further contends that emotions
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It is crucial for teachers to show appropriate emotions since displayed emotions are
important to achieve teaching goals (Tamir, 2011). In addition, teachers’ emotions are
associated with personal and professional achievement (Sutton, 2004). Particularly, when
students are immersed and focused on the teacher’s discussion, the teacher is more likely to
express positive emotions (Emmer, 1994; Erb, 2002; Colby, 1996; Lorty, 1975). Consequently,
positive emotions displayed by the teachers would provide an emotionally pleasing and
interactive classroom setting. However, teachers also tend to experience negative emotions (i.e.
anger, frustration, anxiety and sadness). Unfortunately, experiencing negative emotions will not
help teachers solve classroom problems (Eysenck and Calco, 2003). Research has shown that
teachers’ frustration results into low focus and inattention to one’s instructional goals (Emmer
1994).
The nature of teaching profession makes teachers’ affective experience more important.
Aside from the fact that teachers’ emotions influence their wellbeing, the way they show their
emotions to students may also have great implication to their teaching lives. Teachers need to
exhibit appropriate emotions since it is crucial for effective teaching (Sutton, 2007). Managing
one's emotions is considered a necessity in an academic environment. In fact, studies have shown
that emotional involvement is essential in the teaching profession (Cheung, 2011; Chang, 2009;
Sek, 2011). When the teachers perform emotion regulation, it would create a positive
environment for the students and would motivate them to do well in school. Managing emotions
also reflects the teachers' performance and would result to a higher chance of becoming
successful. For this reason, it is important for teachers to control their emotions that they will
display in class, because failure to do so would make them unprofessional (Zembylas, 2002b,
2005). However, only few studies have shown that emotions are considered as precursors of
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emotion regulation and burnout. This study seeks to examine if emotions affect burnout due to
emotion regulation.
Theoretical Framework
Teaching is an emotionally draining job that requires teachers to regulate their emotions
(Roeser et al., 2013). For this reason, it is not possible for teachers to disregard their emotions
while interacting with students in the school or classroom (Nias, 1996). If teachers do not
consider their emotions, the quality of their instruction will be affected. According to Hargreaves
(1998), good teaching will only be achieved if teachers are filled with positive emotions.
However, teachers express a wide range of emotions when teaching, such as enjoyment (Sutton
and Wheatley, 2003; Frenzel et al., 2009), pride (Darby, 2008; Sutton and Harper, 2009), anger
and frustration (Sutton, 2007, Chang, 2009), guilt (Hargreaves and Tucker, 1991), and anxiety
(Beilock et al., 2010; Keller et al., 2014a), especially when inside the classroom. Among these
Wheatley, 2003). Moreover, enjoyment has been associated with desirable teaching behavior
Frenzel et al., (2009b) generated a theoretical model which explains how teachers’
emotions influence teaching behavior. For instance, teachers with positive emotions tend to
execute different teaching strategies which would contribute to the effectiveness of their
instruction. On the other hand, teachers who often display negative emotions tend to show poor
performance in classroom management (Frenzel et al., 2014). In addition, it was found that
teachers, who experience negative emotions due to students’ hostile reaction, altered their
classroom management strategies to control student interaction (Stough & Emmer, 1998).
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Furthermore, according to the theoretical model of Frenzel et al., (2009b), students’
outcomes, students’ misbehavior and teachers’ relationship with students are considered
emotions (Frenzel, 2014). In fact, students’ achievements can give positive effect to teachers.
This was supported by Hargreaves (2000) in which he stated that students’ success is a key
source of teachers’ positive experiences. In addition, highly motivated students can also bring
positive emotional experience to teachers (Becker et al., 2015). Alternatively, students with poor
performance can cause negative emotions to teachers (Frenzel, 2014). Students’ misbehavior
can be a source of negative emotions for teachers (Becker et al., 2015). Teachers’ classroom
performance will be affected if students disrupt and disobey classroom rules. Moreover, such
misbehavior will have a long term effect on teachers’ well-being (Becker et al., 2015).
Aside from students’ outcomes and students’ misbehavior, teachers’ relationship with
students can also be linked to teachers’ emotions. Teachers’ emotions are closely related to the
relationship they form with their students (Frenzel, 2014). Studies have shown that teachers who
are deeply and personally attached to their students can be overwhelming. However, Goldstein
and Lake (2000) stated that commitment and caring can also be difficult for teachers since there
themselves too much will feel guilty if they are unable to fulfill the needs of the students.
Considering the potential effect of negative emotions, the need to manage these properly
is vital. Moreover, expressing and managing emotions become more important as there are
implicit rules in the classroom which must be followed by the teacher on when and how these
emotions should be displayed (Sutton, 2004; Schutz et al., 2077). Schutz and his colleagues
contend that displaying pleasant emotions and suppressing unpleasant emotions are expected
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from teachers in order to achieve optimal learning environment. Teachers will have to regulate
their emotions, thereby performing emotion regulation. Thus, teaching emotions play a crucial
role in teaching (e.g., dealing with students, esp. those who display challenging behavior, can be
emotionally tiring; Kokkinos, 2007), and since emotional demand in teaching is relatively high,
severe fatigue, rigorous job, and feeling of inadequateness (Maslach& Jackson, 1981).
According to Maslach, Schaufeli & Leiter (2001), teachers are prone to burnout. Considering
this, Maslach (1981) has generated multidimensional theory of burnout which continues to be the
prevailing framework in the field of research of burnout. The first dimension is the emotional
exhaustion. Emotional exhaustion is the tendency of one’s emotions to deplete due to extreme
fatigue (Evers et al., 2004). In addition, emotional exhaustion happens when an individual feels
irritable or upset because of his/her job (Maslach & Jackson, 1981). The second dimension is
depersonalization which refers to depriving oneself and being insensible towards others
(Maslach et al., 2011). Moreover, depersonalization, according to Maslach & Jackson (1981) is a
response to emotional exhaustion. The last dimension is the lack of self-accomplishment which
occurs when a person lacks self-efficacy and belief of oneself. This dimension would show signs
of despair and high amotivation (Maslach & Jackson, 1981). Although these three dimensions
contribute to burnout, Maslach, Schaufeli, & Leiter (2001), stated that emotional exhaustion is
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Conceptual Framework
Emotion
Regulation
This conceptual framework was utilized in the study to guide the researchers in
explaining burnout among teachers. Negative and positive emotions of teachers may likely lead
This study will examine the mediating role of emotion regulation among in-service
teachers by understanding teaching emotions on burnout. In particular, this will answer the
following questions:
1. Are there significant intercorrelation among teaching emotions, burnout and emotion
regulation?
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5. Is emotion regulation a significant mediator of teaching emotions and burnout?
The following are the hypotheses that are generated based on the research questions.
H0: There is no significant intercorrelation among the teaching emotions, burnout and
emotion regulation.
H1: There is significant intercorrelation among the teaching emotions, burnout and
emotion regulation.
H0: Emotion regulation is not a significant mediator of teaching emotions and burnout.
emotions and burnout with emotion regulation as the mediator. Also, the present study will focus
on how teaching emotions affect teachers’ instruction and students’ learning environment.
Considering these, the present study determined its respondents according to the number of
teachers in each school wherein the schools were chosen by means of cluster random sampling.
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Moreover, the number of respondents was based on the willingness of teachers to participate in
the study. The result of the study was based on the questionnaires distributed to the teachers
The purpose of this study is to examine the role of emotion regulation among in-
service teachers by understanding teaching emotions on burnout. This study will also provide
awareness to teachers regarding the various struggles and difficulties that they are facing
everyday in their job. Therefore, the extracted data will also enlighten their mind concerning
School Administrators. This study would give solutions to the different issues that are
encountered and experienced by teachers. The administrators could provide counseling for
teachers and institute school policies which will benefit the teachers and aid them in creating a
organizing programs wherein they can interact openly and tackle various teaching techniques or
strategies based from each other's experiences. In addition, they can also acquire ideas on how to
properly manage the classroom as well as their emotions in order to achieve a conducive
classroom environment for the students and to have a better teacher-students relationship.
Students. This study will provide the students a clear understanding of their teachers'
struggles, they will be able to reflect from their actions and help the teachers achieve their
instructional goals. Furthermore, the students would be aware on how their behavior in class
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affects teacher's instruction. Thus, the present study would give the learners an idea on how they
should behave in class. By that, this awareness would also help the student avoid misbehaving
Future Researchers. With this study, researchers could find solutions or answers that
could improve the professional lives of teachers. Moreover, this may be used as a future
reference for researchers who will develop an interest in this study. Researchers may use this to
develop a collaborative idea for the reason that this study may provide an extensive learning and
understanding about teacher’s emotion, burnout experienced by teachers and their likelihood to
perform emotion regulation in the classroom. This study will indoctrinate and provide enough
Definition of Terms
Anger. A negative emotion that can be directed at other people or at oneself (Ellsworth & Tong,
Anxiety. A negative emotion that typically occurs when people are confronted with
uncertainty and threat, and when they perceive their own potential to cope with the threat as
Boredom. An emotion that is typically characterized by low arousal and relatively low
Burnout. A state in which individuals experience failure and extreme exhaustion due to
extensive demands in work with inadequate reward for the labor (Freudenberger, 1974).
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Depersonalization. A state in which individuals distance themselves from their colleagues or
work mates and being insensible towards others (Maslach et al., 2011).
Emotional Exhaustion. A state wherein one’s emotions has extremely depleted due to
Emotion Regulation. The process in which individuals control and adjust the emotions they
Enjoyment. A positive emotion which indicates well-being and pleasure resulting either from
an upcoming desirable event (anticipatory joy), from being engaged in an enjoyable activity
(activity-related enjoyment) or from satisfaction and happiness derived from a desirable past
Reduced Personal Accomplishment. The tendency in which individual lack self-efficacy and
belief of oneself. This dimension also shows sign of hopelessness and high amotivation
Pity. An emotion involving sympathetic sorrow for someone who is suffering physically or is
Pride. A positive emotions closely linked to enjoyment which is associated with personal
Robins, 2007).
Reappraisal. A component under emotion regulation wherein a person changes its perception
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Shame and Guilt. Are self-conscious emotions which reflect the negative evaluation of self and
the negative evaluation of one’s behavior (Lewis, 2000; Tangney & Dearing, 2002).
Teacher’s Emotions. Emotions that are expressed by the teacher which can be linked to
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CHAPTER II
Teaching Emotions
Emotions are initially caused by how individuals perceive certain situations rather than
by the situations themselves (Frenzel, 2014). Appraisals are one’s general cognitive opinions
about situations and events which are either considered as positive or negative (Frenzel, 2014).
Generally, Appraisal Theory, as defined by Smith & Kirby (2001), is the assumption that
emotions serve as a process of changing to fit in a particular situation and thus play a vital role in
understanding emotions. This theory explains that emotions are being extracted from how we
assess or evaluate a particular situation or event (Bippus & Yang, 2012). For instance, name
calling does not necessarily hurt feelings but rather depends on the person’s assessment of the
context that makes it hurtful. In the educational setting, emotions that are aroused are brought
Frenzel’s Theory concluded that teacher’s emotional experiences are considered based on
their opinions whether their classroom goals and students’ behaviors in class complement. This
assumption correlates to Lortie’s idea that teachers tend to have higher self-esteem they achieve
their teaching goals (Lortie, 1975). In addition, Frenzel et al. (2009) suggested five important
appraisal dimensions: 1) if teachers feel they achieved their goals, 2) if students’ behaviors
contribute to achieving a classroom goal, 3) whether teachers feel qualified of achieving and
making their goals effective, 4) if who is accountable whether a goal is achieved or not, and 5)
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how important it is for teachers to accomplish their goals and avoid interference. Generally,
Emotion Regulation
The concept of emotion regulation was first suggested by Gross (1998). As defined by
Gross (1998), emotion regulation is the process that affects the emotion possessed, by an
individual, how the emotion is felt and how they express it. In the context of teaching, several
research point that emotion regulation plays a crucial role in teaching and interacting with
students. For instance, displaying appropriate emotions is important for achieving teaching goals
(e.g. unregulated anger affects the concentration of the teacher), student learning, and for
building positive student-teacher relationship (Oplatka, 2011; Sutton, 2007). Gross (2002) has
proposed two forms in regulating emotions, these are reappraisal and suppression. In reappraisal,
individuals alter how they perceive a certain situation to lessen its emotional impact. In other
words, reappraisal minimizes negative emotion while maximizing positive emotion (Hagenauer
(Hagenauer & Volet, 2013). For instance, if a teacher experiences stimulating events in the
classroom and prefers suppressing the emotions, the teacher will have bounded cognitive
capacity to continue the lesson and the unpleasant emotion is less likely to disappear.
Emotion Regulation which can be linked with performance, is the ability to manage the
arousal of emotions and the skill that allow one to control the internal state as well as the external
expression of that state (Thompson, 1991). Some research focus on how emotions are usually
expressed and managed, while other research give bigger attention to the outcome of an emotion
regulation strategy. Studies by Hosotani and Imai-Matsumura (2011) showed that many teachers
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have effectively applied emotion regulation in the classroom. Further studies which were
emotion regulation and teacher burnout. It was also found that job satisfaction can be positively
Burnout
Numerous researches are conducted in the past years to study the various dimensions of
burnout (Goswami, 2013). Burnout is a syndrome that first emerged in studies through
descriptive and qualitative observations by early researches in human services and healthcare in
the mid-1970s (Chang, 2009). In 1974, Freudenberger observed fatigue symptoms among
workers in free clinics and described burnout as a symptom of emotional exhaustion, decrease in
motivation and commitment. In 1976, Maslach investigated human service workers about their
emotional stress at work. According to Maslach (1976), burnout usually happens in the care-
giving and service related jobs. Also, according to Maslach and Leiter (1997), burnout is a work
that started as relevant and significant but replaced by feeling dissatisfied and less meaningful.
Following these early concepts on burnout, several researches were conducted to examine
burnout in the field of teaching. Burnout in teachers was further examined through the lens of
teacher stress (Smylie, 1999). In this study, the result shows that teachers handling special
education are the most vulnerable to severe stress and burnout (Mclyntre, 1983). Moreover, in
the early 1980s, certain demographic variables are found to be related to burnout such as age,
marital status, and gender. In the late 1980s, researchers also examined work-related factors
such as ratio of teachers and students, grade level taught, and workload. However, previous
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studies suggest that workload is the salient element that caused burnout among teachers (Chang,
2009).
Maslach and Jackson (1986) have conceptualized that burnout syndrome consist of three
first element of burnout is emotional exhaustion which refers to the feelings of being
overextended and being emotionally drained (Evers et al., 2004). According to Schwarzer et al.
debilitation, loss of energy, and wearing out. Moreover, researchers further proposed
depersonalization as another dimension of burnout (Maslach et al., 2001). It was found that
teachers do not only experience emotional exhaustion but they also become indifferent to their
researchers as a negative and detached attitude towards others (Evers et al., 2004). Wisniewski &
Gargiulo (1997) stated that signs of depersonalization would include teacher’s inappropriate
attitude toward students such as treating them negatively and responding them in cynical ways.
Indicators of this dimension would include Lack of effort, reduced success, and feelings of
incompetence (Maslach & Jackson, 1981). However, more recent research showed that only the
first two dimensions were included as the core dimension of burnout (Lee & Ashforth, 1996;
Shirom, 2002). Therefore, many researches excluded the third dimension of reduced personal
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Chapter III
METHODOLOGY
Research Design
The research design used for this study was a correlational design. A correlation design
was used to examine the relationship between the variables. In this study, the researchers seek to
examine the mediating role of emotion regulation between teaching emotions and burnout. A
quantitative method was adopted to gauge the level of teaching emotions, emotion regulation,
and burnout.
Participants
The participants in the study were 453 in-service teachers from public schools in Iligan
City. The schools involved in this study were chosen through cluster random sampling. The
Severo Sara 12
16
Pugaan Elementary School 17
The data were gathered using a survey questionnaire. This survey questionnaire is
Emotion Regulation Questionnaire which were all validated. The researchers requested a formal
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consent from the head of the College of Education, to the research advisers, down to the school
principals of the selected schools and then to the teachers chosen for the research.
Research Instruments
This study used multiple research instruments in collecting and analysing of data. The
researchers provided a set of questionnaires for each respondent which consists of scales that
Questionnaire was developed by Frenzel et al. (2014). This scale was used for the quantitative
survey. It is used to measure participants’ emotions. This questionnaire was designed to measure
teachers’ joy, pride, anger, anxiety, shame and guilt, boredom, and pity during instruction. The
enjoyment scale contained thirteen items (e.g. “I easily blame students for their failure”;
α=0.967); anger, fourteen items (e.g. “I often feel annoyed while teaching these students”;
α=0.931), pride, four items (e.g. “I feel proud of my students’ accomplishments”; 0.892),
anxiety, sixteen items (e.g. “I feel worried when my students do not like me”; α=0.923), shame
and guilt, six items (e.g. “I feel guilty whenever my students fail”; α=0.867), boredom, three
items (e.g. “I feel bored teaching my students”; α: 0.805) and, pity, four items (e.g. “I feel pity
Maslach Burnout Inventory (MBI: Maslach and Jackson, 1986). The Maslach Burnout
Inventory was developed by Maslach and Jackson (1986) which was adapted to Turkish by Ergin
(1992). It includes 22 items to measure and assess the different levels of burnout. This scale was
Depersonalization and Personal Accomplishment. The Maslach Burnout Inventory will be scored
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from 1-Never through 7-Everyday. The emotional exhaustion scale contained seven items (e.g.
“I feel emotionally drained by my work”; α: 0.846), depersonalization, seven items (e.g. “I feel I
look after certain students impersonally, as if they are objects”; α: 0.851) and, personal
accomplishment, eight items (e.g. “I accomplish many worthwhile things in my job”; α: 0.900).
Emotion Regulation Questionnaire (Gross & John 2003) was used to measure the
process it intends to measure. Moreover, the statements will be rated on a scale of 1 (strongly
disagree) to 7 (strongly agree). The criterion validity of ERQ has been furthered examined,
showing multiple associations with constructs to an adaptive and non-adaptive functioning. The
respondents’ responses were added up to create two subscales, one for suppression (α=0.770)
Data Analysis
Furthermore, the researchers will apply mediation analyses in order to explain the relationship
between teaching emotions and burnout with emotion regulation as the mediator.
Before the mediation analyses, the data was screened and estimation-maximization
technique of imputation will be conducted to replace values that appear to be missing at random.
Simple mediation analyses was used to find out if teaching emotions (e.g. negative and positive
emotions) will lead to burnout through emotional regulation. The researchers used the Process
macro for SPSS (Hayes, 2013). Because indirect effects usually do not have normal sampling
distributions (Preacher & Hayes, 2008), the indirect effects of the mediators operating similarly
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was analysed using the nonparametric bootstrapping procedure-based on 10,000 resamples
(Hayes, 2013).
Research Environment
The areas included in this study were the different elementary schools from Iligan City
namely Hinaplanon Elementary School located at barangay Upper Hinaplanon, Severo Sara
Memorial Elementary School at barangay Tag-Ibo, Dalipuga, Tambo Central School at barangay
Tambo, Hinaplanon, Bagong Silang Elementary School at barangay Bagong Silang, Luinab
Elementary School at barngay Luinab, Cabili Village Elementary School at barangay Santiago,
Doña Juana A. Lluch Memorial Central School at barangay Pala-o, Pugaan Elementary School at
Tipanoy, South I-A Central School at 10th East, Tubod, Tambacan Elementary School at
barangay Tambacan, Tubod Elementary School at barangay Manuang, Tubod, Suarez Central
School at barangay Suarez, Tomas Cabili Central School at barangay Tomas Cabili, Victor G.
Guevara Memorial Central School at Carbide Village, barangay Tubod, Sgt. Miguel Canoy
Memorial Central School at barangay Buru-un, Iligan City Central School at barangay
Mahayahay, Iligan City SPED Center at barangay Mahayahay, Villaverde Elementary School at
School at barangay Kiwalan, Acmac Elementary School at barangay Acmac, Del Carmen
Integrated School at barangay Del Carmen and Tipanoy Elementary School at barangay Tipanoy.
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CHAPTER IV
This chapter deals with the presentation, analysis, and interpretation of data obtained from
a survey questionnaire conducted to in-service teachers from the public elementary schools in Iligan
City. The survey questionnaire contains scales which were used to measure the level of teaching
1. Are there significant inter-correlation among teaching emotions, emotion regulation, and burnout?
1. ENJOYMENT
2. PRIDE .876**
10. BURNOUT -.373** -.338** .514** .444** .287** .497** .256** .064 -.136**
Note: **p<0.01; *p<0.05; N=453
Table 1 shows the correlation among teaching emotions, burnout, and emotion regulation.
Teaching Emotion has seven components which are enjoyment, pride, anger, anxiety, shame and
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guilt, boredom, and pity while Emotion Regulation has two components namely: suppression and
reappraisal. Furthermore, it specifically presents the correlation between: teaching emotions and
emotion regulation; teaching emotions and burnout and; emotion regulation and burnout.
As shown in table 1, negative emotions such anger, anxiety, shame and guilt, and
boredom are positively correlated with suppression. This indicates that as suppression
increases, negative emotions (anger, anxiety, shame and guilt, and boredom) also increase.
The relationship between negative emotions and emotion regulation could be explained in the
context of teaching. When teachers experience negative emotions such as anger, anxiety,
shame and guilt, and boredom, they are more likely to perform emotion regulation which is
emotion-expressive behavior. The same proponent further contended that when teachers are
angry because of students’ misbehavior, they can simply ignore the occurrence of the
emotional experience. Further, a teacher who is angry would stop teaching in order to lessen
the intensity of his anger by allowing the students to do class work (Gong et al., 2013).
Moreover, the data also show that positive emotions i.e enjoyment and pride are
positively correlated with suppression. This means that the higher the positive emotions
(enjoyment and pride) in teaching, the higher the emotion regulation (suppression). This can
be understood since teachers are bound to regulate not only negative emotions but positive
emotions as well. When teachers experience intense positive emotions they are more likely to
regulate these through suppression and reappraisal. The findings of Hosotani and Imai-
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Matsumura (2011) revealed that positive emotion such as genuine joy is also suppressed to
encourage students to develop their abilities further. The same expounder also added that
when learners achieved their goals, teachers would suppress their positive emotions because
they suggested that learners could do more, even if they are sincerely happy about the
Meanwhile, only enjoyment and pride are positively correlated with reappraisal. This
indicates that the higher the positive emotions (enjoyment and pride) in teaching, the higher
the emotion regulation (reappraisal). When teachers feel positive emotions they feel the need
to maintain or increase the positive emotions and thus perform reappraisal. For instance,
when teachers want to experience more positive emotions and less negative emotions in
teaching, they can modify or alter the way they perceive about the situation (reappraisal)
(Lee et. al., 2016). Further, it was revealed that when teachers employ reappraisal they would
express positive emotions more frequently and negative emotions less often (Gross and John,
2003).
As presented in table 1, teaching emotions which are anger, anxiety, shame and guilt,
boredom, and pity are positively correlated with burnout. This means that the higher the
teachers’ experience of negative emotions (anger, anxiety, shame and guilt, boredom, and
pity), the higher the experience of burnout. This relationship can be explained in the field of
teaching. When teachers feel negative emotions they are more likely to experience burnout.
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One research also explained that frequent expression of unpleasant emotions contributes to
teacher burnout (Carson, 2006). When the emotional levels among teachers are high, it
reported higher levels of negative emotions such as anger, anxiety, shame, and boredom
(Goetz et. al., 2015). In addition, emotionally intense interaction can be associated with
increased levels of burnout. As stated by Chang (2009), unpleasant emotions among teachers
emotions like anxiety, guilt, and anger are intensive emotions that if frequently experienced
would lead to higher degrees of burnout. With regards to teachers, having unpleasant
emotions would result to illness or burnout (Calderhead 2001; Vandenberghe and Huberman
1999). Moreover, as stated by Maslach, having emotional demands in work would lead to
exhaustion among workers. This would also affect their capacity to serve and attend to the
Meanwhile, teaching emotions such as enjoyment and pride are negatively correlated
with burnout. This indicates that as positive emotions (enjoyment and pride) increase,
experience of burnout decreases. Teachers filled with positive emotions will less likely
experience burnout. According to Kunter and colleagues (2008; 2011; 2013), higher levels of
with higher levels of job and life satisfaction and lower levels of emotional exhaustion. In
addition, Carson (2006) further contends that teachers with lower levels of burnout would
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Emotion Regulation and Burnout.
negatively correlated with burnout. This implies that the higher the emotion regulation
(reappraisal), the lower the burnout. This can be explained that when teachers employ
reappraisal strategies, this would lead to lower levels of burnout. A study conducted by
Tsoupoupas et al., (2010) states that reappraisal influence teacher burnout. Chang (2009)
revealed that the intensity of teacher’s emotions, which is a contributing factor that would
which coincides with the definition of reappraisal by Gross (2002). In addition, since
specifically reappraisal, is necessary to reduce feelings of stress which would lower the
regulating their emotions, it would lead to higher levels of burnout (Chang, 2009b).
Parallel to this, teachers who consistently suppress their emotions would experience
higher levels of burnout than those who reappraise the situation (Chang, 2013;
Tsouloupas, 2011)
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2. Are teaching Emotions significant predictors of burnout?
Dependent Variable
Independent Variable (IV) Direct Effect (c’) SE Sig.
(DV)
Note: Control for Age and Gender, Data was bootstrapped to 10,000 resamples; All coefficients are
unstandardized; *p< .05, **p< .01; N=453.
As shown in table 2, teaching emotions such as anger, anxiety, shame and guilt, boredom,
and pity are positive and significant predictors of burnout. This indicates that the higher the
unpleasant emotions, the higher the burnout. Teachers who often feel negative emotions would
likely experience burnout. This was emphasized by Carson (2006) who explained that increased
teacher burnout would correspond to lower positive emotions and high levels of negative
emotions. Similarly, the study conducted by Chang (2013) regarding the directions of the
yielded outcomes that links teacher burnout to the intensity of negative emotions. Further, when
negative emotions such as frustration, anger, guilt, and sadness are constantly felt, it may reduce
teachers’ self-efficacy and would eventually lead to burnout (Kavanaugh & Bower, 1985). This
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can be supported in the study of Carson (2006) which states that teachers who experience higher
levels of burnout were found to have frequently experienced negative emotions (unhappiness,
anger, and frustration). Moreover, Farber and Miller (1981) claimed that teachers are less
dedicated to their work and are less tolerant to disruptive behavior when they experience
burnout.
Moreover, the data reveal that positive emotions are negative and significant predictors
of burnout. This implies that as positive emotions such as enjoyment and pride increase, burnout
the decreases. Increase of positive emotions in teaching has been found to lower feelings of
burnout. This can be supported in the study of Carson (2006) which states that teachers undergo
higher levels of pleasant emotions will have lower levels of burnout. As postulated by Keller et
al. (2014a), pleasant emotions are conversely related to burnout and unpleasant emotions are
directly related to burnout. In addition, pleasant emotions act as a mediator against stress
(Tugade & Fredrickson, 2004), which in turn would help teachers prevent burnout by developing
essential intellectual and social resources (Brackett, 2010). Another study also showed that high
levels of pleasant emotions and positive teacher-students relationship, and self-efficacy prevent
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3. Are teaching emotions significant predictors of emotion regulation?
The data in table 3 showed that teaching emotions (enjoyment, pride, and
anxiety) are significant and positive predictors of emotion regulation. The findings indicate that
when teaching emotions (enjoyment, pride, and anxiety) increases, suppression also increases. In
the teaching context, teachers would perform suppression regardless of the type of emotion
(positive and negative emotion). Certain studies on emotion regulation have explained that
teachers regulate their emotions most of the time (Sutton, 2004; Sutton et al., 2009). This means
situation. This was supported by Oplatka (2011) and Sutton (2007) who emphasized the
importance of appropriate emotional display for successful teaching. One study showed that
teachers suppress their negative emotions in order to achieve successful learning and teaching
(Hagenauer & Volet, 2013). Likewise, teachers suppress unpleasant emotions which they
perceive as inappropriate for students to witness (Sutton, 2004). Similarly, Gross and John
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(2003) posited that those who experience higher levels of negative emotions were people who
suppress their emotions. Moreover, the data also reveal that as pleasant emotions (enjoyment and
pride) increase, suppression also increases. This stipulates that teachers do not only suppress
negative emotions but positive emotions as well. Quoidbach et. al. (2010) asserted that people
suppress their positive emotions in certain situations (i.e., suppressing or hiding pleasant
emotions due to shyness, sense of modesty, or fear). Meanwhile, the data also showed that
positive emotions (enjoyment and pride) are positive and significant predictors of reappraisal.
This means that when positive emotions such as enjoyment and pride increase, reappraisal also
increases. Teachers tend to regulate their positive emotions through reappraisal. This denotes that
when teachers have high levels of positive emotions, their tendency to regulate these emotions is
also high. This is in line with the study of Schmidt et. al., (2010) which stresses that reappraisal
is associated with positive or pleasant emotions. In addition, Gross and John (2003) also
explained that individuals who employ reappraisal strategies tend to experience more positive
29
4. Is emotion regulation a significant predictor of burnout?
Dependent Variable
Mediating Variable (M) Effect of M on DV (b) SE Sig.
(DV)
regulation specifically suppression is a positive predictor to burnout. This implies that when
suppression increases, burnout also increases. Teachers who engage in suppression are found to
experience higher levels of burnout. One study revealed that emotion regulation can be linked to
burnout (Brotheridge & Grandey, 2002). This coincides with the study of Seibert et. al., (2017)
which states that suppression is significantly related to increased burnout while reappraisal is
showed that burnout can be associated with how teachers display positive emotions or suppress
negative emotions. Additionally, teachers who frequently engage in suppression to hide their
emotions would result to higher levels of burnout (Chang, 2009b). Also, teachers who heavily
30
depend on expressive suppression as an emotion regulation strategy may experience burnout by
Furthermore, the data exhibit that reappraisal is a negative predictor of burnout. The
result signifies that when reappraisal increases, burnout decreases. This can be understood in the
context of teaching that when teachers employ reappraisal strategies, it will lower the risk of
experiencing burnout. The result corresponds with the study of Chang (2013) which stipulates
that individuals who engage in reappraisal strategies were reported to have less emotional
exhaustion, which is a core dimension of burnout. Moreover, Tsoupoupas et al. (2010) stated that
teachers who primarily use reappraisal would experience less feelings of emotional exhaustion
and more feelings of emotional exhaustion when they use suppression. In addition, previous
study also discussed that those individuals who apply reappraisal as emotion regulation strategy
31
Pity Suppression 0.8989 0.0058 0.9047 -0.01 0.0298 -0.0895 0.0374
Reappraisal 0.0158 0.0323 -0.0349 0.1023
Note: Data was bootstrapped to 10,000 resamples; All coefficients are unstandardized; *p< .05, **p< .01;
LL=lower limit; UL=upper limit; N=453.
This study aims to explain and develop a comprehensive model which would describe the
connection between teaching emotions and burnout among teachers in the elementary level. The
result of data analysis using the mediation model generated results that would explain the
association between teaching emotions and burnout through the mediating role of emotion
regulation. In this study, the researchers investigated the extent of individual’s suppression of
positive emotions and its direct effect on teacher burnout. As presented in table 5, the results
suggest that the association between teaching emotions (enjoyment and pride) and burnout is
mediated by emotion regulation particularly suppression. This explains that when positive
emotions such as enjoyment and pride increase, burnout decreases with suppression as the
mediating factor. It can be inferred in the previous results that teachers do not only suppress
negative emotions but positive emotions as well. Particularly, when teachers experience higher
levels of positive emotions, the tendency to suppress these emotions is also high. Moreover, when
teachers have high levels of positive emotions, they would likely perform suppression, which in
turn, results to lower levels of burnout. The result of the present study can be supported by
Hosotani and Imai-Matsumura (2011) in which they stated that when students performed well in
class, teachers would suppress their feelings of joy and encourage the students to go beyond their
capabilities. Similarly, the same proponent emphasized that some teachers savored joy secretly
rather than showing it in front of their students. For instance, a teacher who sees subtle changes or
gradual improvement in a learner would feel happy but would savor their feelings privately since
these changes are merely small pleasures which are only noticed by the teacher. A teacher would
32
express joy whenever learners show bigger achievements but rarely does it since little changes in
children feels more rewarding and precious (Hosotani and Imai-Matsumura, 2011). Additionally,
according to (Prosen et. al., 2011), teachers suppress their positive emotions i.e joy when it was
Furthermore, in this study, the data also suggest that when teachers perform emotion
regulation specifically suppression, they would experience burnout. The relationship between
positive emotions and burnout with suppression as the mediating factor can be explained in the
field of teaching. As postulated by Chang (2009b), teachers who constantly suppress their
emotions would likely experience higher levels of burnout. However, with proper emotion
regulation management, teacher may lower the likelihood of burnout. As stressed by Brand (2007),
individuals who have enough skills in proper emotion regulation are more likely to have abilities in
managing both positive and negative emotions and in turn, would less likely experience emotional
exhaustion and depersonalization, which are dimensions of burnout. Moreover, proper regulation
of positive emotions was found to lessen the experience of burnout (Miller, 2015). In addition, one
study have shown that experiencing positive emotions is itself a form of emotion regulation (Isen,
Daubman, & Nowicki, 1987) wherein positive emotions prevents an individual to experience stress
33
CHAPTER V
This chapter presents the findings, conclusion, and recommendations based on the data
Findings
1. Teaching emotions (enjoyment, pride, anger, anxiety, shame and guilt, and boredom) are
2. Teaching Emotions (enjoyment and pride) are negative predictors of burnout. Moreover,
teaching emotions such as anxiety, shame and guilt, boredom, and pity) are positive and
3. Teaching emotions (enjoyment and pride) are positive and significant predictors of
emotions.
34
Conclusion
Teaching emotions are found to have significant relationship to burnout, with emotion
regulation as the mediator. This implies that when teachers regulate their emotions (emotion
Emotional demands are apparent in the teaching profession, which make the teachers
prone to burnout. For this reason, teaching emotions should be regulated. Emotion regulation by
definition is the tendency to alter or manage emotions which would be appropriate for a
particular situation. This explains that when certain emotions are expressed by teachers, they are
more likely to perform emotion regulation. For instance, when teachers are angry, they will
conceal this emotion by altering their expressions or utterances in order to display appropriate
emotions. However, in the present study, the results revealed that teachers also regulate positive
such as enjoyment and pride. On one hand, when teachers frequently perform emotion regulation
(suppression), this would result to teacher burnout. On the other hand, the findings in the present
study found out that when teachers perform reappraisal which is an emotion regulation
It has been understood that teaching emotions which would be displayed or expressed by
the teachers must be appropriate for teaching. However, it is inevitable for teachers to feel
emotions which are deemed unpleasant in a classroom setting. Hence, there is a need for teachers
to suppress and alter these emotions by employing various emotion regulation strategies. For
example, when a student misbehaves and disrupts the class, the teacher will likely experience
unpleasant emotions which could affect the performance of the teacher. In this case, teachers will
35
have to regulate their emotions in order to successfully deliver the lesson. Furthermore, failure to
properly employ emotion regulation strategies will negatively affect the teacher.
Recommendations
These recommendations are proposed by the researchers based on the results of the study:
1. From the results obtained in this study, teachers should be wary of their emotions to be
emotion regulation strategies. This is for the reason that emotion regulation will affect
2. Teachers should know how to properly manage their emotions by applying various
emotion regulation strategies, for it is necessary in the teaching profession. With that,
3. School administrators should conduct seminars, forums, and conferences that tackle
proper emotion regulation strategies. It is necessary for teachers to know how to properly
4. Teachers should have enough knowledge in handling and managing situations that can
trigger the arousal of unpleasant emotions. Moreover, they should encourage themselves
5. Considering that teachers experience different emotion, teachers should give attention to
6. Teacher should minimize the use of emotion regulation specifically suppression since it
36
7. Teachers should be careful on how they regulate their emotions for this could trigger the
occurrence of burnout. In line with this, the teachers should keep a journal that would
8. Future researchers who are interested in this study should also focus on other factors that
would trigger emotions that would result to burnout. Other factors must be considered
37
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45
Mindanao State University
ILIGAN INSTITUTE OF TECHNOLOGY
Iligan City
College of Education
Department of Professional Education
Dear Sir/Ma’am,
Greetings!
The following undersigned are fourth year students taking up Bachelor’s Degree in
Elementary Education major in English and presently conducting a research entitled “Teaching
Emotions on Burnout: The Mediating Role of Emotion Regulation To In-Service
Teachers”. This study seeks to examine if emotions influence burnout due to emotion
regulation.
We would like to invite you to become one of our respondents to answer the
questionnaires attached herewith. Participation in the survey is entirely voluntary and there are
no known or anticipated risks to participation in this study. All information you provide will be
treated with utmost confidentiality and would be used only for academic purposes. Your name
will not appear in any report or publication of the research.
Your approval to join this study will be greatly appreciated. Thank you in advance for
your interest and assistance with this research. God bless.
I have read and understood the background information that you provided about your
research. I recognize the possible demands this research study requires and thus, I volunteer to
take part in the research. My participation is subject to the following conditions.
1. That adequate safeguard will be provided to maintain the privacy and confidentiality
of my responses.
2. That my test results become part of the College of Education, Mindanao State
University – Iligan Institute of Technology. Release of such information may be
obtained only with prior approval from the Department Chairman/College Dean.
I hereby agree to be one of the respondents in the said research study:
Respondent’s Name:
Respondent’s Signature:
Contact Information:
46
Respondent’s Profile
Ethnicity: _____________________________________
Religion: ______________________________________
If no religion
Public
Private
College
Masters
Ph. D.
Field of Specialization:
47
TES (Frenzel, 2014)
Instructions: The following statements are concerned with the level of your emotions in teaching. Respond to each
statement by indicating how much you agree or disagree with it. Encircle the answer that best describes your
opinion.
Strongly Strongly
Disagree Agree
1 2 3 4 5 6 7
48
38. I feel uncertain if I am fitted to this profession. 1 2 3 4 5 6 7
39. I feel uninterested to work in this school. 1 2 3 4 5 6 7
40. I feel tense and nervous while teaching these students. 1 2 3 4 5 6 7
41. I am often worried that my teaching isn’t going so well with these
1 2 3 4 5 6 7
students.
42. I feel uneasy when I think about teaching these students. 1 2 3 4 5 6 7
43. Preparing to teach these students often causes me to worry. 1 2 3 4 5 6 7
44. I generally feel tense while teaching. 1 2 3 4 5 6 7
45. I am often worried that my teaching isn’t going so well. 1 2 3 4 5 6 7
46. Preparing to teach often causes me to worry. 1 2 3 4 5 6 7
47. I feel uneasy when I think about teaching. 1 2 3 4 5 6 7
48. I feel guilty whenever my students fail. 1 2 3 4 5 6 7
49. I feel ashamed when I fail to provide an adequate instruction for my
1 2 3 4 5 6 7
students.
50. I feel guilty when my personal idea is being betrayed. 1 2 3 4 5 6 7
51. I feel guilty when my standards and commitment are judged. 1 2 3 4 5 6 7
52. I feel ashamed when I am not familiar with the subject I taught. 1 2 3 4 5 6 7
53. Sometimes I feel ashamed of being a teacher. 1 2 3 4 5 6 7
54. I feel bored teaching my students. 1 2 3 4 5 6 7
55. I sometimes lack the energy about to teach. 1 2 3 4 5 6 7
56. I am becoming weary of repetitive tasks of being a teacher. 1 2 3 4 5 6 7
57. I feel pity towards my students whenever they fail. 1 2 3 4 5 6 7
58. I feel pity towards my students when they do not understand the
1 2 3 4 5 6 7
lesson.
59. I feel pity towards myself as a teacher. 1 2 3 4 5 6 7
60. I feel pity towards with the inadequacy of this school. 1 2 3 4 5 6 7
Instructions: The following statements are concerned with the level of your burnout in teaching.
Respond to each statement by indicating how often you experience any of the following.
Encircle the answer that best describes your opinion.
Few Times Once A Few Times Once A Few Times
Never Every Day
A Year Month A Month Week A Week
1 2 3 4 5 6 7
49
some of their problems.
11. I am at the end of my patience at the end of my work day 1 2 3 4 5 6 7
12. I really don’t care about what happens to some of my
1 2 3 4 5 6 7
students.
13. I have become more insensitive to people since I’ve been
1 2 3 4 5 6 7
working.
14. I’m afraid that my job is making me uncaring. 1 2 3 4 5 6 7
15. I accomplish many worthwhile things in my job. 1 2 3 4 5 6 7
16. I feel full of energy. 1 2 3 4 5 6 7
17. I am easily able to understand what my students feel. 1 2 3 4 5 6 7
18. I look after my students’ problems very effectively. 1 2 3 4 5 6 7
19. In my work, I handle emotional problems very calmly. 1 2 3 4 5 6 7
20. Through my work, I feel that I have a positive influence on
1 2 3 4 5 6 7
people.
21. I am easily able to create a relaxed atmosphere with my students. 1 2 3 4 5 6 7
22. I feel refreshed when I have been close to my students at work. 1 2 3 4 5 6 7
50