Psychometric properties of the emotion regulation scale among secondary school teachers

The study aimed to prepare a tool to measure emotion regulation for secondary school teachers, verify psychometric competence, extract some indicators of validity and reliability, and find out the differences between males and females on the emotion regulation scale. The scale was applied to a exploratory sample of (160) teachers, with (74 male - 86 female), with an average age of (45.78) years and a standard deviation of (8.71), and a basic sample of (354) with (174 male, 180 female) with an average age of (46.28) years and a standard deviation of (9.21). Using internal consistency validity, factor analysis, and arbitrators’ validity to ensure the validity of the scale that resulted in four variables (reappraisal - problem solving - suppression - rumination), and using Cronbach’s alpha coefficient and split-half to ensure the stability of the scale. The results indicated that the scale has a high degree of reliability. Internal consistency and reliability, which proved its validity for application. The results also revealed that there was a statistically significant difference at the level of (0.01) between the average scores of males and females in emotion regulation as a whole in favor of female teachers. There was also no statistically significant difference between the average scores of males and females in some dimensions of emotional regulation. (Suppression, problem solving), and there was a statistically significant difference at the level (0.01) in the (rumination) and (0.05) in the (reappraisal) in favor of the female. The study also presented a number of recommendations.