Abstract
Teachers often struggle with their negative emotions and attempt to regulate these emotions while
disciplining their disruptive students. This study was designed to develop an understanding of the
perceptions and experiences of novice public-school teachers regarding the challenges they create for
themselves because of their negative emotional-expressive behavior in the classroom. This study also
explored the variety of self-regulation strategies that teachers use to manage their vocal and
physiological expressions of negative emotions. This study used a basic qualitative research design.
A purposive sampling technique was used to select 20 novice teachers from public-elementary
schools in Lahore, all having less than three years of experience. The data were collected through
semi-structured interviews of the participants. Thematic analysis of the interview data revealed that
the teachers were aware of the fact that many classroom management challenges were created by
their own negative emotional-expressive behaviors. The participants were also aware of the role of
consistent anger and humiliating language of teachers in creating classroom management as
challenges for teachers. Moreover, the participants believed that non-seriousness towards teaching
and snubbing certain students create challenges for teachers themselves. Most of the participants
agreed that they had been creating challenges for themselves in their classrooms because of their
negative emotional-expressive behaviors. However, few believed that they created challenges for
themselves because of the high tendency of anger in their classrooms. This study recommends inservice professional development of novice teachers concerning the management of emotions as well
as the development of support mechanisms for novice teachers within schools for ensuring effective
teaching-learning environments in classrooms.
Ayesha Saleem, Yaar Muhammad, Sajid Masood. (2019) Negative Emotions and Self-Created Challenges of Novice Public School Teachers in Managing Classroom Behaviour, Journal of Elementary Education, Volume-29, Issue-2.
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