Relationship Between Emotional Regulation and Mental Health of Prospective Teachers

Abstract

The present study examines the relationship between emotional regulation and mental health among prospective teachers. Emotional regulation plays a crucial role in managing stress, maintaining emotional balance, and adapting to professional challenges. For prospective teachers, who are preparing to enter a demanding profession, the ability to regulate emotions effectively is essential for ensuring psychological well-being and professional competence. Mental health, which encompasses emotional, psychological, and social well-being, significantly influences teaching performance, classroom management, and interpersonal relationships. The study highlights that inadequate emotional regulation may lead to stress, anxiety, and burnout, thereby negatively affecting mental health and teaching effectiveness. Conversely, strong emotional regulation skills contribute to positive mental health, resilience, and improved professional functioning. The findings emphasize the need to incorporate emotional skill development, mindfulness practices, and coping strategies into teacher education programs. Strengthening emotional regulation during the training period can enhance mental well-being and prepare prospective teachers to become resilient and effective educators. The study underscores the importance of promoting emotional competence within B.Ed. programs to support the overall development and mental health of future teachers.