Document Type : Research Paper
Authors
دانشجوی کارشناسی ارشد مدیریت ورزشی، واحد آزادشهر، دانشگاه آزاد اسلامی، آزادشهر، ایران
Abstract
Introduction: Teachers experience different feelings, emotions and emotions in their working environment, which can affect their teaching performance. Therefore, it is necessary for teachers to develop the ability to regulate their emotions and benefit from its positive results. In this regard, this research was conducted with the aim of studying the role of emotional regulation self-efficacy in interpersonal trust and ethical decision-making of physical education teachers.
Methods: This applied research was operationalized using the correlational research method. 575 physical education teachers of Golestan province were the statistical population of this research, using Cochran's formula, 231 teachers were randomly selected as a sample. Data collection tools included emotional regulation self-efficacy, interpersonal trust, and ethical decision-making questionnaires. The analysis of the research data was done in a descriptive and inferential form using two statistical softwares SPSS and SmartPLS.
Results: The results of the research showed that emotional regulation self-efficacy has a positive and significant relationship with the interpersonal trust of physical education teachers. Also, the results showed that the relationship between emotional regulation self-efficacy and moral decision-making of physical education teachers is positive and significant. Finally, it was found that the relationship between emotional regulation self-efficacy and moral decision-making of physical education teachers with the mediating role of interpersonal trust is positive and significant.
Conclusion: The development of emotional regulation self-efficacy of physical education teachers in their work environment can bring positive consequences such as improving interpersonal trust and increasing their ethical decision-making; Therefore, emotion regulation training is suggested to these teachers.
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