Volume 2, Issue 192 (7-2026)
J Except Educ 1405, __(192): 36-46 |
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afshari A. The Role of Emotion Regulation and Early Maladaptive Schemas in Predicting Job Satisfaction among the Teachers of Exceptional Children. J Except Educ 2026; 2 (192) :36-46
URL: http://exceptionaleducation.ir/article-1-2585-en.html
URL: http://exceptionaleducation.ir/article-1-2585-en.html
maragheh university , a_afshari@maragheh@ac.ir
Abstract: (13 Views)
Background and Purpose: Teachers of exceptional children face higher levels of stress and emotional challenges due to the specific nature of their work. Identifying factors that influence their job satisfaction can contribute to improving the quality of education and enhancing their mental well-being. This study aimed to investigate the role of emotion regulation and early maladaptive schemas in predicting the job satisfaction among teachers of exceptional children.
Materials and Methods: The present study employed an applied correlational design. The statistical population included all teachers of exceptional children in Urmia during the 2019-2020 academic year (n = 142; 75 males and 67 females). Using Cochran’s formula and stratified random sampling, 104 teachers (55 males and 49 females) were selected. Data were collected using the Job Satisfaction Questionnaire (Luthans, 1969), the Early Maladaptive Schemas Questionnaire (Young & Brown, 1994), and the Emotion Regulation Questionnaire (Garnefski et al., 2001). Pearson correlation analysis and simultaneous multiple regression analyses were used to analyze the data.
Results: Correlation coefficients indicated a significant relationship between early maladaptive schemas and job satisfaction among teachers of exceptional children (p < 0.01). Emotional regulation was also significantly correlated with job satisfaction (p < 0.05). Furthermore, regression analysis showed that 21% of the variance in job satisfaction was explained by early maladaptive schemas and emotional regulation.
Conclusion: The findings of the present study showed that early maladaptive schemas and emotional regulation can significantly predict the job satisfaction of teachers of exceptional children. These results suggest that the presence of maladaptive schemas and the use of negative emotion regulation strategies reduce job satisfaction, whereas employing positive emotion regulation strategies can enhance satisfaction and improve professional performance.
Materials and Methods: The present study employed an applied correlational design. The statistical population included all teachers of exceptional children in Urmia during the 2019-2020 academic year (n = 142; 75 males and 67 females). Using Cochran’s formula and stratified random sampling, 104 teachers (55 males and 49 females) were selected. Data were collected using the Job Satisfaction Questionnaire (Luthans, 1969), the Early Maladaptive Schemas Questionnaire (Young & Brown, 1994), and the Emotion Regulation Questionnaire (Garnefski et al., 2001). Pearson correlation analysis and simultaneous multiple regression analyses were used to analyze the data.
Results: Correlation coefficients indicated a significant relationship between early maladaptive schemas and job satisfaction among teachers of exceptional children (p < 0.01). Emotional regulation was also significantly correlated with job satisfaction (p < 0.05). Furthermore, regression analysis showed that 21% of the variance in job satisfaction was explained by early maladaptive schemas and emotional regulation.
Conclusion: The findings of the present study showed that early maladaptive schemas and emotional regulation can significantly predict the job satisfaction of teachers of exceptional children. These results suggest that the presence of maladaptive schemas and the use of negative emotion regulation strategies reduce job satisfaction, whereas employing positive emotion regulation strategies can enhance satisfaction and improve professional performance.
Type of Study: Original Article |
Subject:
General
Received: 2023/Mar/Sat | Revised: 2026/Aug/Wed | Accepted: 2026/Jun/Tue | Published: 2026/Jul/Mon | ePublished: 2026/Jul/Mon
Received: 2023/Mar/Sat | Revised: 2026/Aug/Wed | Accepted: 2026/Jun/Tue | Published: 2026/Jul/Mon | ePublished: 2026/Jul/Mon
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