A systematic review of strategies, contexts and outcomes of emotion regulation in teaching

Abstract Background Teachers’ abilities to manage their emotions decisively shape the classroom environment, influence student outcomes and improves teacher-student relationships. Effective teachers´ emotional regulation enhances teaching efficacy, fosters a positive learning atmosphere and significantly impact their psychological well-being. Objective The aim of this systematic review is to provide a comprehensive overview of existing research on teachers‘ emotion regulation. This study synthesizes various approaches, research interests, and topics that have been investigated within this framework. The review aims to provide a unique understanding of how teachers´ emotion regulation is conceptualized and operationalized specifically within educational contexts. Method Sourced from the Web of Science and Scopus databases we utilized the keywords “emotion regulation” and “teacher”, yielding 84 articles (2001–2022) following PRISMA guidelines. We conducted inductive and deductive categorization to determine research interests and traditions. Results We identified eleven key research domains in teachers´ emotion regulation, including the use of emotion regulation strategies, burnout, mindfulness, and student-teacher relationships. Our findings highlight a significant shift from traditional emotional labor concepts to contemporary emotion regulation paradigms, emphasizing the role of cognitive reappraisal and mindfulness as effective strategies for enhancing teacher well-being. Conclusions This review underscores the importance of enhancing tailored and contextualized training programs to improve teachers’ emotion regulation competence, ultimately fostering better teaching practices and student outcomes. Future studies must broaden their scope by including additional sources and bridging the gap between theoretical implications and practical applications by addressing context, social situations, and individual strategies.