Abstract
Online teaching mode has been prevalent during the COVID-19 period, which brings both advantages and challenges for teachers. The challenges associated with online teaching have resulted in negative emotional experiences for teachers and led to adverse consequences. However, there is limited research on how teachers use emotion regulation strategies in online teaching environments. Drawing on Gross’s emotion regulation model, this study evaluates the applicability of two major emotion regulation strategies (cognitive reappraisal and expressive suppression) in the context of online education. The findings indicate that traditional emotion regulation strategies are partially effective but also have certain limitations. Consequently, this paper proposes mindfulness as an emerging emotion regulation strategy that holds promise for addressing the challenges in online education. It emphasizes the significance of understanding teacher emotions in online teaching and provides suggestions and directions for future research.
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