| dc.description.abstract | Teacher efficacy refers to teachers’ beliefs in their ability to influence student learning outcomes, while emotion regulation is the individual’s ability to manage and express emotions adaptively. This study aims to examine the relationship between teacher efficacy and emotion regulation among elementary school teachers in Siantar Timur District, Pematangsiantar City. The research employed a quantitative correlational design with a total sampling technique, involving 121 teachers as participants. The instruments used were the Teacher Efficacy Scale and the Emotion Regulation Scale based on Gross and John’s (2003) theory.
The results indicated a strong and significant positive relationship between teacher efficacy and the emotion regulation dimension of cognitive reappraisal (r = 0.664, p < 0.001). Conversely, a significant negative relationship was found with the dimension of expressive suppression (r = -0.329, p < 0.001). Descriptively, most teachers were in the moderate category of teacher efficacy (79%), cognitive reappraisal (75%), and expressive suppression (51%). These findings suggest that teachers with higher teacher efficacy tend to employ more adaptive emotion regulation strategies, particularly cognitive reappraisal. The implication of this study highlights the importance of strengthening teacher efficacy through teaching experience, training, and school support to enhance teachers’ emotion regulation more optimally. | en_US |
