In the master's thesis, we discuss the emotion of anger and strategies for its regulation in classroom teachers. In the theoretical part, we first present four different definitions of emotions according to their composition and origin, then we describe the processes of emotions. This is followed by a presentation of the beginnings of the development of emotions and ways of regulating them. In the next chapter, emotions are divided into individual groups. According to their characteristics then we describe in more detail some of the main basic and complex emotions. Next we list the main functions of emotions and present the areas of recognition, expression and regulation of emotions as well as emotion regulation strategies. We also define the teacher's experience and regulation of emotions in the classroom and describe the course of the teacher's professional development. In the empirical part, we present the course and results of the research on the experience and anger management strategies used by the classroom teachers who were included in the research. 92 classroom teachers from 17 primary schools in the Osrednjeslovenska and Dolenjska regions were included in the research. We obtained the data using a questionnaire designed by Smrtnik Vitulić and Prosen (2016). In the master's thesis, we were interested in how often classroom teachers experience anger in their work at school and what anger management strategies they use. We were also interested in whether there are differences in the frequency of experiencing anger and in the frequency of using individual strategies for its regulation among teachers who teach in different classes and are in different phases of professional development. Based on the results, we came to the conclusions that most teachers rarely experience anger in their work or not at all. There were statistically significant differences in the frequency of experiencing anger between teachers of first and second grade, second and third grade, and second and fourth grade, but there were no statistically significant differences between teachers of other grades. In contrast, no statistically significant differences emerged among teachers in the frequency of experiencing anger according to their level of professional development. The results showed that teachers use all anger management strategies in their work at school. The most frequently used strategies were: ''cognitive reevaluation of the meaning of the situation'', then ''changing the situation'' and ''transformation of the response of experience''. There were statistically significant differences in the frequency of using the change of situation strategy between the teachers of first and third grade, second and third grade, and third and fifth grade. Also, there were statistically significant differences in the frequency of using the attention diversion strategy between first and third grade, first and fourth grade, and third and fifth grade teachers. According to their level of professional development, there were no statistically significant differences between the teachers in the frequency of use of individual anger management strategies. In their work, teachers are in contact with other people all the time, so their experience, expression and regulation of anger has a significant impact on their work and relationships with students.
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