<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[Profile: Issues Teach. Prof. Dev.]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902025000100049</article-id>
<article-id pub-id-type="doi">10.15446/profile.v27n1.114147</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[English Teachers&#8217; Emotions and Regulation Strategies in Response to Students&#8217; Disruptive Behaviour]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de regulación de emociones de docentes de inglés frente a comportamientos disruptivos de los estudiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wangdi]]></surname>
<given-names><![CDATA[Thinley]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rigdel]]></surname>
<given-names><![CDATA[Karma Sonam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Walailak University  ]]></institution>
<addr-line><![CDATA[Nakhon Si Thammarat ]]></addr-line>
<country>Thailand</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Wangbama Central School  ]]></institution>
<addr-line><![CDATA[Thimphu ]]></addr-line>
<country>Bhutan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>49</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902025000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902025000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902025000100049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study explored the emotions and coping strategies of 25 Bhutanese English teachers in response to student disruption. Thematic analysis of in-depth interviews revealed that the participants encountered a variety of students&#8217; disruptive behaviours that elicited a wide range of emotions, both positive (e.g., compassion and pride) and negative (e.g., frustration, irritation, anger, sadness, anxiety, insult, guilt, and disappointment). Findings also indicated that teachers regulate their emotions using both antecedent-focused (e.g., situation selection, situation modification, attention deployment, and cognitive change) and response-focused (e.g., emotion suppression, deep breathing, journaling, talking with colleagues or students, listening to music, and watching movies) emotion regulation strategies. The study concludes with practical implications for policymakers, teachers, and teacher educators and recommendations for future research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio explora las estrategias de regulación de emociones de 25 profesores de inglés butaneses frente al comportamiento disruptivo de los estudiantes. El análisis temático de entrevistas a profundidad reveló que los participantes afrontan una variedad de comportamientos disruptivos en el aula, que provocan emociones positivas (compasión y orgullo) y negativas (frustración, exasperación, tristeza, ansiedad, ofensa, culpa y decepción). Los docentes recurren a estrategias de regulación de sus emociones, basadas en los antecedentes (p. ej., seleccionar o modificar la situación, prestar atención y hacer cambios cognitivos) o en la respuesta (p. ej., suprimir la emoción, respirar profundamente, escribir diarios, conversar con colegas o estudiantes, escuchar música y ver películas). Se concluye con recomendaciones para futuras investigaciones e implicaciones para gestores de políticas, docentes y formadores de docentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English language teachers]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; emotions]]></kwd>
<kwd lng="en"><![CDATA[emotion regulation strategy]]></kwd>
<kwd lng="en"><![CDATA[disruptive behaviour]]></kwd>
<kwd lng="en"><![CDATA[Bhutan]]></kwd>
<kwd lng="es"><![CDATA[Bután]]></kwd>
<kwd lng="es"><![CDATA[comportamiento disruptivo]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[emociones de los docentes]]></kwd>
<kwd lng="es"><![CDATA[estrategias de regulación de emociones]]></kwd>
</kwd-group>
</article-meta>
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