Quantitative Study on the Influence Of Emotional Regulation on the Resilience of Preschool Teachers in Inclusion Schools
Keywords:
Resilience, Emotional Regulation, ECE Teachers, Early ChildhoodAbstract
Abstract: This research examines the resilience of early childhood education (ECE) teachers in relation to emotional regulation and age within inclusive schools. The aim of this study is to analyze how a teacher's emotional regulation and age influence their resilience. This is a correlational quantitative study, as it seeks to determine whether there is a relationship between one variable and another, and if so, to what extent these variables are related. The variables in this study include resilience, emotional regulation, and age. The sample consists of 60 participants. The data analysis method used is multiple regression. The findings indicate that emotional regulation and age have a significant impact on the resilience of ECE teachers, with 75.1% of ECE teachers' resilience being influenced by emotional regulation and 75.1% being influenced by age in inclusive schools. Future researchers are encouraged to explore the resilience of ECE teachers in inclusive schools from other perspectives.
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References
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