The relationship between physical education teachers' prosocial behaviors and emotion regulation strategies

This study aimed to examine the relationship between physical education teachers' prosocial behaviors and emotion regulation strategies. A total of 371 physical education teachers, 170 males and 201 females, working in secondary schools and high schools in Istanbul, participated in the research. "Personal Information Form", "Adult Prosociality Scale" and "Interpersonal Emotion Regulation Scale" were used to collect data. Independent Samples T-test, One Way ANOVA analysis and Pearson Correlation analysis were used in the SPSS 22.0 program for data analysis. At the end of the research, it was found that teachers' prosocial behavior levels were above the medium level. It was determined that the teachers' interpersonal emotion regulation skills were above the medium level. It was determined that the prosocial behavior levels of the teachers participating in the research showed significant differences according to their age group, professional seniority and working hours in the current institution (p <0.05). On the other hand, it was found that teachers' interpersonal emotion regulation skills did not differ according to demographic variables (p <0.05). Additionally, it was determined that there was a positive significant relationship between teachers' prosocial behavior levels and interpersonal emotion regulation skills (p<0.05). As a result, it can be said that the level of prosocial behavior in physical education teachers positively affects their interpersonal emotion regulation skills.