Catching fire without burning out: socialization of teacher efficacy in handling student misbehavior and emotion regulation in physical education

Considering how mentally and physically draining navigating the work environment can be for teachers, one task that requires significant consideration is managing student misbehavior (Day et al., 2007; McClowry et al., 2013). The task of handling disruptive students has been reported to have the most prominent role in teachers’ job commitment (Day et al., 2007), job satisfaction (Liu & Meyer, 2005), and job-related feelings (Sutton & Wheatley, 2003). It is not surprising, therefore, that teacher perceptions regarding the task of managing disobedient students have been associated with negative teacher outcomes such as stress (Kuzsman & Schnall, 1987) and burnout (Carson et al., 2011).