The meditative effect of emotional regulation skills of secondary and high school level teachers in the relationship between negative childhood experiences and abusive behaviors

The aim of this study was to investigate them ediating effect of emotion regulation skills between the negative childhood experiences of middle and high school teachers and their violent behaviors towards students. This research's study group consisted of 129 secondary and high school teachers, principals and assistants of principals from each branch working in private schools in Istanbul. In the study, demographic questionnaire, Childhood Trauma Questionnaire (CTQ), Emotional Problem Scale (EPS), teacher abusive behavior question naire were used. As a result of this study, it was found out that there was an affirmative relationship between the scores of teachers' trauma of childhood trauma scale and the teachers' emotion alabuse behavior towards students and total abuse behavior scores. It was found that emotion regulation difficulty was themediator of the effect of childhood trauma on abusive behavior. The details of the findings that are obtained from the study were discussed and comments were made. In this direction, suggestions were made for future applications and researches. Keywords: Childhood trauma, emotion regulation, abuse, violence