The impact of emotional regulation on employee performance in the educational sector UK

Abstract

Background and purpose: Factors such as teacher reforms among others in the UK education sector have significantly increased the emotional labor for teachers. Under the likelihood of an increase in the number of stressors that could exacerbate the negative emotions that are likely to negatively affect the teacher's performance, factors of emotional competence, including emotional awareness, expression and regulation have become increasingly important for educators. Therefore, the purpose of the study was to demonstrate the relationship between emotional regulation and performance and some of the mechanisms used by teachers in emotional regulation. Methodology: The study applied a qualitative research approach. The research approach employed a literature review that entailed qualitative analysis of 15 studies published from 2010 to 2022 among other complementary studies outside the inclusion and exclusion criteria. The native was analyzed using a narrative approach with limited application of descriptive statistics. Findings: It was established that teachers believe that emotional regulation directly influences their performance in classroom duties. The goal of emotional regulation is to down-regulate negative emotions, whereas up-regulating positive emotions. Ultimately, regulating emotions also allowed teachers to control their behavior and remain engaged in classroom activities. It was established that the type of emotional strategies the teacher applies depends on their experience and expression of emotions.