Cognitive Emotion Regulation of Teachers In Relation To Their Gender and Experience

Abstract

Everybody deals with negative, unpleasant and stressful events from time to time in every field. And they respond to their own way .Especially teaching profession is multidimensional. In this perspective sometimes their emotions affect and intertwined with many of their cognitive process like thinking, decision making and problem solving abilities. The present study was conducted to identify the cognitive emotion regulation of male and female teachers with experience above 10 years and below 10 years in sri vijay vidyalaya matriculation higher secondary school, Dharmapuri, Tamilnadu. Hence for this intention survey method was used. 55 male and 55female teachers were selected, for the sample by adopting stratified random sampling technique. The data was collected by using cognitive emotion regulation questionnaire (CERQ) (Garnefski et al., 2001) was used to assess what teachers tend to think after the experiences of threatening or stressful life events. The data was analyzed by using't' test. The findings of gender analysis indicates that female teachers possess more cognitive emotion regulation than Male teachers whereas analysis of experience indicates that teachers who are having more than 10 years are having greater cognitive emotional strategy than teachers with less than 10 years experience.