TY - JOUR ID - 160842 TI - A Comparative Study of English as a Foreign Language Teachers’ Emotion Regulation and Well-Being in Iran and Iraq JO - Iranian Journal of Comparative Education JA - IJCE LA - en SN - 2588-7270 AU - Tahami Zarandi, Laya AU - Haddad Narafshan, Mehry AU - Seyfaddiny, Peyman AD - PhD Student, Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran AD - Assistant Prof, Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran Y1 - 2023 PY - 2023 VL - 6 IS - 2 SP - 2446 EP - 2466 KW - Cognitive Reappraisal Emotion Regulation Emotional Labor Strategy Expression Suppression Well KW - being DO - 10.22034/ijce.2022.332985.1402 N2 - The spread of English as an international language has made it essential for Iran and Iraq to have effective teachers. The emotions experienced and the emotion-regulation strategies used by 659 (349 in Iran and 310 in Iraq) English language teachers enrolled in high-schools were investigated in 2021. This was a cross-sectional survey, studied Iranian school teachers from Kerman Province and Iraqi teachers from Basra Province. To collect the data, three online questionnaires on emotion regulation, psychological well-being at work, and teacher emotional labor strategies were submitted to English language teachers either in person or via email. Correlations showed that emotion regulation and its aspect (cognitive reappraisal) and emotional labor strategies correlated positively with teachers’ well-being both in Iran and Iraq. Furthermore, the preferred mode of emotion regulation in both contexts was cognitive reappraisal. Iranian and Iraqi teachers experienced the same level of emotion regulation and well-being, implying a common sense of emotions among teachers. The level of emotional labor strategies employed by Iranian and Iraqi teachers, however, differed significantly. In comparison with Iraqi teachers, Iranian teachers used more emotional labor strategies. In brief, curriculum and educational planners should take steps to support teachers in regulating their emotions, which contributes to their well-being. UR - https://journal.cesir.ir/article_160842.html L1 - https://journal.cesir.ir/article_160842_251849d3cc91322181a01d3862a47ce3.pdf ER -