TEACHERS’ EMOTIONS IN CLASSROOM AND THEIR JOB SATISFACTION: A MEDIATING ROLE OF REGULATION OF EMOTIONS

The increase in reported emotional difficulties, reflected in higher levels of stress and burnout among teachers across Europe, underscores the importance of developing a conceptual understanding of the underlying processes and support mechanisms for teacher well-being, including teachers' emotional competencies.The range of emotions that teachers experience in the classroom is diverse, both in terms of quality and intensity.These emotions have a significant impact on teachers' cognition, motivation and relationships with their students.Furthermore, research indicates that teachers' emotions are closely related to levels of burnout and job satisfaction and also influence the decision to leave the teaching profession.In this context, the experience of pleasant emotions and the use of more adaptive emotion regulation strategies contributes positively to job satisfaction.Research on teachers' emotions, emotion regulation and their effects on teachers' outcomes has gained increasing attention in recent years; however, such research has not yet been conducted in Slovenia.The present study uses in-service teachers' data (N = 1,191; 86.6% females) from a larger data collection entitled Positive Teacher Development Model: Interplay of the Individual (Motivational, Emotional, and Cognitive) and Contextual (School and System-Level) Assets During the School Year.After exploring the psychometric properties (validity and reliability) of the scales used, we analysed teachers' classroom emotions (joy, hopelessness, anger, pride, and love) as predictors of job satisfaction and a mediating role of emotion regulation difficulties between teachers' emotions and their job satisfaction.Finally, practical implications are discussed.