Emotion Regulation in Teachers for Students with Special Needs in Inclusive Islamic Elementary School: An Interpretative Phenomenological Analysis

Abstract

Being a teacher means performing an emotional endeavor. Especially for teachers working with special needs students. This research aims to explore the emotion regulation strategies used by teachers while working with special needs students. A total of 5 individuals, special needs teachers in inclusive Islamic elementary school (Madrasah Ibtidaiyah) participated in the study. Using interpretative phenomenological analysis (IPA), the emerging themes from teacher’s experiences indicate that awareness and belief in emotional experiences encouraged teachers to apply emotion regulation strategies. As emotion regulation being implemented continuously, teacher’s efficacy and well-being will also be developed during the process. These findings provide deeper understanding about emotion regulation as a skill that enriches teacher’s emotional competencies. Thus, it needs to be developed, especially for teachers in special education or inclusive schools, not only to support children behavior and classroom management, but also teacher’s well-being and mental health.