Demographic Differences in Teachers' Emotion Regulation, Emotional Labor, and Positive Psychological Functioning at Work

Abstract

Teachers' emotional competencies play a crucial role in promoting effective instruction, professional well-being, and positive workplace functioning. This study examined demographic differences in teachers' emotion regulation, emotional labor, and positive psychological functioning at work among public central school teachers in the Division of Zamboanga City. Employing a quantitative descriptive-correlational research design, data were collected from 276 teachers selected through simple random sampling using standardized instruments measuring emotion regulation, emotional labor strategies, and positive psychological functioning. Descriptive and inferential statistics, including Mann–Whitney U, Kruskal–Wallis, and Spearman's rho, were used to analyze the data. The findings revealed that teachers demonstrated high levels of cognitive reappraisal, deep acting, expression of naturally felt emotions, and positive psychological functioning, while expressive suppression was moderately high and emotion termination was moderate. No significant differences were found according to teaching experience; however, significant gender differences emerged in emotion regulation and emotional labor, whereas positive psychological functioning did not significantly differ by gender. Furthermore, emotion regulation, emotional labor, and positive psychological functioning were significantly and positively correlated. These findings underscore the interconnected nature of teachers' emotional competencies and psychological resources, highlighting the importance of strengthening emotion regulation and emotional labor skills through professional development initiatives to enhance teachers' resilience, well-being, and long-term effectiveness within educational settings.