Exploring self-compassion as a means of emotion regulation in teaching

ABSTRACT

Self-compassion is emerging as a method to support teachers dealing with the stress of teaching. In this qualitative study, the authors investigate the ways in which self-compassion already exists in the teaching context and in what ways self-compassion intersects with emotion regulation. Teachers shared critical incidents of unsatisfactory outcomes in their teaching. Through a priori coding and I-poems, the authors found self-compassion present before the resolution, after the resolution and even used as the resolution to conflict in those unsatisfactory critical incidents, indicating the usefulness of self-compassion as a method of emotion regulation. The earlier the use of self-compassion, the more quickly emotional recovery occurred. Implications for teacher education are the need for explicit teaching, practicing, and encouragement of self-compassion as an important element in pre-service and in-service teacher development and resilience in the profession.

KEYWORDS:

• Self-compassion
• teacher well-being
• emotion regulation
• emotion work

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Stacey Gibbons

Stacey Gibbons is an instructional coach in the Alpine School District. She has an MA in Teacher Education and has taught in the public school system for 15 years.

Melissa Newberry

Melissa Newberry is an Associate Professor of Teacher education at Brigham Young University. She holds a PhD in Educational Psychology. Her research focuses on emotional and relational aspects of teaching and learning, and teacher development.