Teachers’ Emotional Interaction with In-class Misbehaviour of Students: A Synthesis of the Literature Reviews

This literature synthesis explores how teachers' emotional interactions influence students' in-class misbehaviours. It highlights the critical role of teachers' emotional intelligence, specifically focusing on emotional labour (surface acting and deep acting) and emotional regulation strategies (reappraisal and suppression). The study examines various categories of student misbehaviours, analyzing how teachers can effectively use emotional strategies to manage these behaviours and create a positive classroom atmosphere. Findings suggest that antecedent-focused emotion regulation (such as reappraisal and deep acting) is more effective and sustainable than response-focused strategies. This review provides valuable insights for educators seeking to enhance student behavioural outcomes through improved emotional interactions.