The comprehension and regulation of primary teachers' emotions with pupils of different ages

The thesis deals with primary teachers' emotions and the comprehension, awareness and regulation of them. The main aim of the paper is to realize how teachers understand and to what extend they are aware of their emotions in everyday life, as well as which strategies of emotional regulation teachers apply to children (emotion-related cognition, emotion-related physiological process, emotion-related behavior, and social strategy). The definitions of emotion as a complicated and combined process which includes a series of cognitive, physiological, expressive and behavior responses (Smrtnik Vitulić, 2007) are included in the literature review, where the most significant characteristics of emotions are also presented. The role of teachers and their skills in a quality pedagogic work are defined next, as well as the most important factors in the relationship between teachers and pupils. The last part of the review is dedicated to the experience, expression and the regulation of teachers' emotions in interaction with pupils. The findings chapter includes the research on the comprehension and regulation of primary teachers' emotions as well as the analysis of the results of the research. Differences between teachers of the first three primary school grades and teacher of the forth and fifth grade are also presented in this part. The research included 108 teachers, 75 of which were teachers of the first three primary grades and the other 33 were teachers of the fourth and fifth grade. The questionnaire was composed by Prosen and Smrtnik Vitulić. The research showed that teachers are very good in identifying their emotions in everyday life, they are focused on their emotions and show no difficulties in describing them, and that they understand that the cause for unpleasant emotional experiences are mainly within themselves. In their work with pupils, teachers apply all four strategies of emotional regulation. Nevertheless, some strategies are used more frequently then others. Teachers of the first three grades use cognitive strategies more often whereas teacher of the forth and fifth grade use mainly social strategies. The essential part of a teachers' work is how they understand, realize and regulate their emotions since teachers are one of the most important factors of a quality education