PROBLEMS OF COGNITIVE STRATEGIES AND EMOTIONAL REGULATION OF TEACHERS IN MODERN EDUCATION

The article examines the manifestations of cognitive strategies and emotional regulation of teachers. The study involved 64 teachers who teach at different faculties and have different academic backgrounds. Research shows that age also changes cognitive strategies and emotional self-regulation. The use of cognitive strategies or expressive suppression of emotions by teachers is associated with their different qualities. The relationship between adequate self-regulation of emotion and cognitive strategy is more significant than expressive suppression (p=0.001). Cognitive reappraisal was positively correlated with extraversion, agreeableness, openness to experience, and alertness, while expressive suppression was negatively correlated with neuroticism, extraversion, and openness to experience. Cognitive reassessment significantly (p=0.5) correlates with emotional intelligence, including the ability of teachers to manage their own emotions. The approach to the problem from this side, according to teachers, should not openly express their emotions to teachers. There is a significant positive relationship between cognitive strategies and overall resilience, attractiveness, control, and life risk. (at p=0.01 and p=0.5). In the strategy of expressive suppression, attitudes are biased.