Teachers' Emotion Regulation and Anger Profiles as Predictors of Classroom Management Practices

ABSTRACT In this study, we considered teachers' emotion regulation and teaching‐related anger as a combined construct with multiple manifestations on classroom management practices. Four hundred and five Greek in‐service teachers ( M age = 44.55, SD = 10.13; age range = 21.0, 68.0 years) participated in a cross‐sectional online survey who reported their ability to regulate their own emotions, their teaching‐related anger and, both, dominant and collaborative approaches in classroom management practices. Latent Profile Analysis revealed an insufficiently regulated teacher profile with low emotion regulation and high anger, an adequately regulated teacher profile with medium levels of both emotion regulation and anger, and a teacher profile labelled as sufficiently regulated, with high emotion regulation and low anger. Although the teachers in the three groups did not differ in dominant practices, the teachers in the sufficiently regulated group reported higher collaborative practices than their counterparts in the other two groups. The results indicate that teachers with high emotion regulation and low anger favour collaboration, as they are better equipped to handle unexpected events that arise from active student interactions. Our findings underscore the key role of adaptive emotion regulation practices to promote collaborative learning in the classroom.