The Role of Teachers’ Emotion Regulation in Teaching Effectiveness: A Meta-Analytic Integration across Different Lines of Research

Teachers’ social-emotional competence has received increasing attention in educational psychology for about a decade and has been suggested to be an important prerequisite for the quality of teacher-student interactions and student outcomes. In this review, we will summarize the current state of knowledge about the association between one central component of teachers’ social-emotional competence—their emotion-regulation—with these indicators of teaching effectiveness.