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Volume 2, Issue 57 (12-2017)
Abstract
This study aimed to develop a questionnaire to measure EFL teachers’ perceptions and beliefs about emotional self-regulation. To do so, a Teachers’ Emotional Self-Regulation Questionnaire (TESQ) was developed, entailing four constructs underlying emotional self-regulation, of awareness and attention to emotions and emotion regulation, emotion management, teachers’ practices of emotion regulation, and teachers’ emotional selfregulation strategies. This questionnaire was administered to 367 teacher participants. Exploratory and confirmatory factor analyses were run to ensure the validity of the instrument. The findings revealed that the four factors extracted from the literature can be regarded as the four constructs that the test claims to measure. Furthermore, internal consistency measures demonstrated its reliability as a whole. This questionnaire was found useful for EFL teachers, teacher educators, and language researchers who are interested in gaining understanding of teachers’ emotion regulation components and strategies, as a way to determine their emotional responses.
