Teachers' emotion regulation strategies in multicultural classrooms : insights from Finnish teachers

Abstract

Multicultural classrooms are becoming more common as the educational landscape becomes more global, offering teachers novel possibilities as well as challenges. This study explores the vital emotion regulation strategies used by Finnish teachers in these types of settings to create a harmonious classroom and handle the challenges of cultural diversity. This study contributes to the understanding of emotion regulation strategies teachers use to manage cultural diversity and maintain classroom harmony. For this research, five Finnish primary school teachers participated in semi-structured interviews and classroom observations as part of the study's qualitative methodology. These teachers shared thoughts on how they maintain classroom harmony in a school where there is a considerable immigrant community. The qualitative data analysis showed that Finnish teachers use a range of strategies to regulate their own emotions, including deep breathing and composure, proactive emotion management, humour and problem-solving, adaptive communication and non-verbal cues, use of technology, and open emotional expression. These strategies are essential for controlling the dynamics in the classroom, settling disputes, and clearing up cultural misconceptions. The findings emphasise how important it is for teachers to be flexible and possess emotional regulation in order to foster inclusive learning environments. The study's findings clarify the complex relationship between multicultural classroom management and teachers’ ability to regulate their emotions. This study adds insightful viewpoints to the conversation on multicultural education by highlighting the importance of deliberate emotion regulation. Also, it highlights the importance of emotion regulation abilities in fostering effective multicultural relationships and promoting the well-being of students, with practical implications for teacher preparation programmes and practitioners.