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THE ROLE OF COGNITIVE AND SOCIAL SKILLS IN TEACHERS’ SELF-

REGULATION

Aygun Gurbanova Fuad Qizi1

Aytekin Kosayeva Vasif Qizi2

Abstract: This article examines the impact of cognitive and social skills on teachers’ self-regulation,

particularly in the context of job stress and emotional control. It highlights the signicance of self-

determination, self-improvement, and self-actualization in pedagogical education. The ndings

suggest that enhancing teachers’ cognitive and emotional competencies can mitigate job-related stress

and improve teaching eectiveness.

Keywords: teachers’ job stress, social-emotional control, cognitive skills, self-actualization, self-

regulation

Introduction

The article discusses the work stress of teachers caused by various reasons and its negative

eects on their self-regulation during the learning process. Teaching is recognized as a highly

stressful profession, with various factors contributing to job-related stress. The importance of the role

of teachers’ cognitive and social skills during self-regulation is emphasized by referring to a number

of local and foreign sources, and ways out of the problem in question are shown. It is stated that stages

such as self-determination, self-improvement and self-realization are of particular importance in

1 Senior lecturer. Odlar Yurdu University, Department of “Psychology, Pedagogy and Social

Sciences”. https://orcid.org/0009-0007-9296-7831

2 Senior lecturer. Odlar Yurdu University, Department of “Psychology, Pedagogy and Social

Sciences”.

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terms of organizing the content and technologies of pedagogical education. The article also discusses

the fact that emotional control, strategies for managing and regulating emotions serve to increase the

teaching eectiveness of teachers. The importance of following the principles of determining one’s

own pedagogical “Self” in terms of professional specialization and organizing one’s own activities in

order to achieve the implementation of the policy put forward by the state in the eld of education is

signicantly emphasized.

Literature Review

Research indicates that approximately 60% of teachers in Australia report unacceptable

levels of job stress (Eurydice, 2017). Stressors such as poor working conditions, time pressures,

and challenging student behavior have been identied as signicant contributors to teacher burnout

(Borg & Riding, 1991). Furthermore, studies have shown that teachers’ emotional and cognitive

competencies are essential for managing stress and maintaining a positive learning environment

(Petrillo & Donizzetti, 2013). Teachers face a variety of stressors in their work environment, which

necessitates the development of enhanced cognitive, emotional, and classroom management skills.

These skills serve as protective factors against work-related stress. Additionally, the cognitive and

emotional competencies of teachers are increasingly recognized as essential professional skills to

address the growing demands from the various components of the educational system, including

students, families, government agencies, and local communities (Wubbels and Tartwij, 2006). In

summary, the competency model presented by Ilyasov for school teachers aims to equip educators

with a diverse range of skills and activities that enhance their teaching eectiveness. By mastering

these competencies, teachers can create a more dynamic, responsive, and quality-focused educational

environment that meets the needs of their students (Ilyasov, 2018).

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Methodology

This article employs a qualitative approach, synthesizing ndings from various studies

on teacher stress, self-regulation, and emotional intelligence. The analysis focuses on the interplay

between cognitive and social skills and their impact on teachers’ well-being and instructional quality.

Teaching has been identied as a highly stressful profession, as workload-related issues have been

found to have a signicant negative impact on teachers’ feelings of stress, dissatisfaction and even

disengagement from the profession (Wubbels and Tartwij,2006). In a global context, a 2017 survey

of 18,234 Australian teachers found that 60% of teachers reported unacceptable levels of job stress.

Furthermore, new teachers in the early years of their teaching careers often struggle to transition into

the profession, experiencing high levels of stress and anxiety, which can lead to early burnout (Suarez

and McGrath, 2022).

Borg and Riding, back in 1991, identied four main stressors related to the school culture

of that time, which were explained as “bad student behavior”, “ poor working conditions”, “ poor

sta relations” and “ time pressures”. The working environment in schools seems to be complex

in modern times as well [Italian Ministry of Education. 2004–2005; Suarez and McGrath, 2022;

Weiland, 2021). Petrillo and Donizzetti (2013) highlight the increasing and complex role of teachers

in the education system, and also note that society places greater responsibilities and expectations on

them. The Eurydice report highlights that while approximately 50% of teachers in Europe say they

experience stress at work, on the other hand, teachers working in a collaborative school environment

report that they tolerate stress better, are more condent in their work and have a positive impact on

student motivation (European Commission,2021; Gearhart, et al., 2022).

More recent research has shown how burnout and the work context aect students’

experiences, showing how student well-being decreases as stress levels increase. Most studies

conrm the strong negative impact of burnout on school relationships: burnout levels and teachers’

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self-ecacy aect their assessment of student behavior, as well as their ability to provide a functional

learning environment (McLean, et al,. 2018; Weiland, 2021).

Researchers have noted that healthy and eective teachers are the cornerstone of an

educational institution, and their well-being directly impacts the quality of teaching and student

achievement (Peggy and Norma, 2007). Competent teachers can contribute positively to creating a

good school environment, which in turn impacts teachers’ well-being (Hamre, et al., 2010). Social-

emotional competence helps teachers respond to environmental demands and eectively utilize their

resources. Conversely, the accumulation of teachers’ emotional distress can lead to burnout, which in

turn leads to fatigue, disinterest in students, indierence, and emotional detachment, which in turn

reduces the quality of teaching. The teacher’s self-regulation skills play a key role in overcoming such

situations (Burel, et al, 2021).

Teachers’ exposure to multiple stressors in their work environment requires them to have

more cognitive, emotional, and classroom management skills. These skills are also protective factors

against work-related stress for teachers. Teachers’ cognitive and emotional skills are also becoming

professional skills needed to meet the increasingly urgent demands put forward by the various

structures that make up the school and its related systems (students, families, government agencies,

and local communities) (Wubbels and Jan , 2006).

The emotional sphere also plays a major role in regulating human behavior and interpersonal

relationships, in understanding and expressing reality. Life facts form various emotional states

towards ourselves. The ability to control emotions is an indicator of resilience. Emotional resilience

is understood as the body’s resistance to unpleasant factors or the ability to maintain a normal state.

Emotional resilience is also interpreted as the ability to “control oneself”. The ability to properly

manage emotional processes is an integral element of mental health. The level of mental health is

considered to be analogous to the variable frequency of emotional processes. Mental health has a

positive eect on a person’s ability to overcome life diculties and other vital activities. Mental

health is observed in a person’s attitude towards himself and the people around him, in general,

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towards various events, social and economic diculties throughout his life. In order to be mentally

healthy, a person must denitely determine his strengths and weaknesses and be able to subordinate

his ego to his will. It is also worth noting that a person always tries to arm himself. The process

of self-armation is caused by both social and biological needs. As long as a person cannot arm

himself, he becomes dissatised with himself, condemns himself, and the course of the process works

to the detriment of mental health. The successful solution of the problem depends on self-awareness

(Gurbanova, 2019).

Result

Self-awareness is a process of a person’s awareness of himself as an individual, the orientation

of his consciousness to himself, as well as the process of learning, managing, and evaluating his own

activities. According to some scientists, the meaning of “self-awareness” is close in meaning to the

concept of “personality”. Vygotsky noted that the development of self-awareness occurs according

to a scheme close to the development of higher mental functions, while A.N. Leontiev proposed to

distinguish knowledge (as an idea of one’s own physical capabilities and the boundaries of the body)

and self-awareness (generalized individual experience with the help of speech) in the structure of

self-awareness. The value context of various approaches to the problem of self-awareness is that

self-awareness stems from a conscious attitude. A conscious attitude shows that self-awareness is

conditioned by consciousness, and is realized precisely thanks to it. If self-awareness is realized at a

high level, then self-armation gives way to self-actualization (Jabbarov, 2017; Jabbarov et.al, 2023;

valik, 2020; Aliyeva et al, 2021). A person who is able to realize his desire and realize himself is

satised with his life. And being satised with his life means living a healthy life (Gurbanova , 2019).

Self-actualization is manifested in a person’s revealing his own potential, in his understanding

and evaluation of events, and in his behavior and attitude in accordance with this. Self-actualization

also manifests itself as a way of understanding events, as emotional feelings, pleasant feelings, a

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state of satisfaction with oneself and life that arise in people. The content and form of education,

its functions, cultural conditions, etc. also play an important role in the development of the levels

of self-actualization of the personality (Jabbarov , 2017). Jabbarov 92017) considered the self-

actualization of the personality to be the main task of education and noted the diculty of achieving

eective organization of the self-actualization of the personality in education without studying the

psychological essence of the educational process, its form and content, as well as the degree of its

impact on the personality. Jabbarov (2017) calls “education for self-actualization an education aimed

at the development of an independent, self-condent, free and responsible individual and citizen who

is morally sound and capable of contributing to the development of society” (Jabbarov ,2017).

The basis of the phenomenon of self-actualization is the need for growth, development and

self-improvement. It is thanks to self-improvement that self-actualization becomes a real event for the

individual. Self-improvement is characterized as the process of acquiring knowledge and modeling

pedagogical activity on its basis. The role of self-improvement in the formation of abilities for the

conceptual description of the process of creating and implementing specic pedagogical technologies

and methods is great. Self-improvement is possible only thanks to the spiritual strength, moral

thinking and purposeful activity of a person (Jabbarov 2017).

The stage of self-determination is of particular importance in terms of organizing the content

and technologies of pedagogical education. In psychology it is an important concept that determines

the ability of each person to make choices and manage their own lives. This ability plays an important

role in psychological health and well-being. Richard M. Ryan and Edward L. in their work “Theory of

Self-Esteem and Facilitation of Intrinsic Motivation, Social Development and Well-being” discussed

the possibility of achieving positive results in a work environment such as teaching by being more

motivated or self-determined. The stage of self-determination is of particular importance in terms of

organizing the content and technologies of pedagogical education. The self-condence of a person

who is condent in his autonomy and that the decisions he makes are based on free thinking results

in his being more competent (Ilyasov ,2018).

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According to Bandura’s concept of self-ecacy (1986), teachers will cope best with stressful

situations if they believe in their ability to fulll the tasks and responsibilities assigned to them and

overcome the challenges associated with their professional roles. Flammer (2015) believes that people

who perceive their ability to make a dierence feel good about themselves and, as a result, they

act. Self-ecacy beliefs inuence how people perceive themselves, how they feel, and how they are

motivated in dierent situations, which increases their likelihood of success. Teachers’ self-ecacy

is dened as their belief in their ability to push themselves further and have a positive impact on their

students’ learning, as well as plan, organize, and implement the instructional activities required to

achieve educational goals. Self-condent teachers are those who believe in their ability to eectively

teach students with learning and behavioral challenges, provide necessary subject knowledge, foster

positive relationships with parents, be patient in implementing instruction, positively inuence their

students’ personal and academic development, use innovative strategies to overcome barriers, such as

limited resources, and encourage students to engage in creative activities (Mikaël et al,,2011).

Teachers should use self-regulation strategies in addition to self-ecacy to eectively and

eciently manage their own behavior. Self-regulation allows people to acquire the knowledge and

skills they need to succeed in their personal lives as well as to function eectively (Sitzmann & Ely,

2011). It is also the ability to develop cognitive control of emotions in order to adapt to the processes

that people encounter on the way to their perceived goals, as well as to the changes imposed on them,

and it includes people’s control over their own thoughts, feelings, behaviors, and learning environment

(June ,2023). It is also an active, systematic, and self-directed process by which people identify their

learning goals and then attempt to regulate, manage, and control their cognition, motivation, and

behavior, as well as to transform their mental abilities into practical skills; thus, they can be learned

and applied (Eric.,2020). Self-regulation strategies are essential skills for people who plan and

control their behavior; they have both direct and indirect eects on human behavior and are a more

comprehensive and versatile alternative to the concept of learning strategies. People use more cognitive

and metacognitive strategies to self-regulate, trust their abilities, and use a variety of resources to

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achieve their goals, which increases their eectiveness (Mikaël et al, 2011). Another simple denition

is that self-regulation is “self-control.” A person with good emotional self-regulation is able to keep

their emotions in check. They are able to resist impulsive behaviors that could worsen their situation

and can lift their mood when they feel down. They have exible emotional and behavioral responses

that are well-adapted to environmental demands (Jaime ,2017).

Among the components of self-regulation, intrinsic interest, mastery-goal orientation, and

emotional control have been found to have the highest correlations with teacher success. Teachers

who are more interested in their work, as a result of signicant correlations with intrinsic interest—

beliefs about personal interest in the profession—are shown to be more successful (Yesim &

Uzuntiryaki.,2009). This can be interpreted as reasonable from a common sense perspective, given

that individuals with higher levels of intrinsic interest in their profession are expected to demonstrate

greater persistence, commitment, and investment in eort. This, in turn, will result in the successful

performance of their professional duties. Existing research has also conrmed that teachers’ high

intrinsic academic interest is a useful predictor of their job performance (Bembenutty, ,2005).

According to Mislavsky, self-regulation is the maintenance of a person in eective activity,

which requires a certain amount of work on himself and thus covers the moment of his formation

as a personality in its highest manifestations. For Morosanova, the individual level of perceived

self-regulation is closely related to the tendencies to strive for and be directed towards set goals.

Like self-regulation, motivation is also considered a process of controlling human behavior. While

motivation is a factor that moves and directs a person, self-regulation is the ability to maintain the

necessary level of activity. Various aspects of the problem of self-regulation have been studied at

the psychophysiological, individual-psychological, and pedagogical levels. Manisomova (2021) noted

that the approach to the study of human self-regulation from the position of structural-functional

analysis provides perspective opportunities for entering educational practice. The formation and

development of the process of self-regulation in a specic personality determines its evolution as

a personality, the success of educational activities, and professional destiny (Mansimova,,2021).

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Teachers’ self-regulation skills are intended to enhance their professional well-being, such as

emotional exhaustion and job satisfaction, which directly aect the quality of their work. Social and

emotional competencies are crucial for preventing burnout and enhancing teacher well-being. Being

able to connect with our own emotions and feelings before reacting to students’ misbehavior, nding

ways to relax after a stressful day, or identifying our internal triggers are ways to use our emotional

intelligence to feel better about ourselves and the world around us. The focus of this article is on the

role of cognitive and social skills in teachers’ self-regulation and how they can cope more eectively

with extracurricular workloads. The main reason for conducting work in this direction lies in the

hypothesis that self-regulation competencies have a benecial eect on an individual’s ability to cope

with professional stress (Italian Ministry of Education,.2004–2005). That is, teachers with high self-

regulation competence may feel less emotionally exhausted in the face of heavy workloads outside of

school, thereby conserving personal energy and resources. Improving teachers’ well-being and their

ability to cope with professional stress are important goals from a positive psychology perspective

that emphasizes personal health, happiness, and growth (Diener,2000). However, teachers may decide

to allocate the saved energy to other professional challenges, such as instruction when working with

students. Indeed, teacher self-regulation has been shown to positively predict the quality of their

instruction (Klusmann, et al.2008).

There is a signicant correlation between the goals of mastery-goal orientation in learning

and the goal of mastering the learning task according to self-determined standards (Yesim &

Uzuntiryaki.,2009). This nding is also consistent with previous research that has conrmed a positive

relationship between the types of goals that individuals adopt for learning and their performance. For

example, Dweck and Leggett showed that students who adopted a learning or mastery orientation

(focused on developing and improving ability) exhibited more successful learning behaviors than

those who had a performance-goal orientation (aimed at demonstrating competence) or a performance-

avoidance orientation. Similarly, Hsieh, Sullivan, and Guerra (2007) attempted to explain the dynamic

interaction between students’ understanding of mastery goals and successful college performance

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(Jeremy,2007).

Emotional control – the signicant relationship between strategies for managing and

regulating aect, mood, and emotions and teacher success means that teachers’ eective management

of their emotional states tends to increase their teaching eectiveness (Yesim & Uzuntiryaki.,2009).

Research on successful performance has shown that high levels of emotional competence are an

indicator of potential for academic and professional success (Goleman, 1995). In particular, in the

area of teaching eectiveness, Wubbels and Levy (1991) found that teachers’ emotional intelligence

plays a signicant role in enhancing not only their own but also their students’ cognitive and aective

achievement (Peggy et.al, 2007).

During the emotional connection of teacher-student relationships, students interpret and

value the information they receive not just as knowledge, but as wealth. In this context, the facts and

events perceived are better remembered because they become innate and have personal meaning, and

they become a motivating tool for behavior. As a result, students, after graduating from school, more

clearly understand their place in society, understand well what their state, people, nation, language

and religion expect from them, and act accordingly (Babayeva et al. 2020; Mansimova,,2021; Vakil,

2020; Jabbarov et al.2023). To implement all these, a high level of pedagogical skill is required

from the teacher. Pedagogical skill is the skill of people engaged in educational activities – teachers

and educators. Pedagogical skill is of social importance because it serves a single educational and

upbringing work (Jeremy,2007). According to Makarenko, pedagogical skill is the ability to know the

features of the pedagogical process, to build it and to put it into action. Mastering pedagogical skills

is accessible to every teacher who works on himself (Babayeva et al, .2020). Professional pedagogical

skills play a major role in the development of teacher competence (Babayeva et al, .2020). A competent

approach to the pedagogical process requires deep knowledge and skills from the teacher. That is

why professionalism and competence are mutually related. The teacher’s mastery of pedagogical

values, protection of these values, and functioning as an innovative teacher in the pedagogical process

are the criteria for pedagogical mastery. Correct and eective use of the acquired skills in certain

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pedagogical situations, and the ability to convey information and knowledge to students in various

and optimal ways, in a exible manner, indicate the eectiveness of the teacher’s professional activity.

Pedagogical competence requires creative thinking, innovative tendencies, requirements, special

skills for pedagogical activity, independence, enthusiasm, responsibility and love for the profession

from the teacher. A teacher who can embody these in himself presents himself as a teacher through

his activity and also realizes himself as a personality, and values himself as a citizen. (Ilyasov, 2018).

In pedagogical literature, the structure of the school teacher’s competency model – novel

competency, and the following types of activities within this framework are noted: Technological

(mastering and eective use of pedagogical technologies in the teaching-learning and upbringing

process); Project-constructive (designing educational (working) programs, participation in the

development of the main educational programs of the educational institution, construction of tasks that

ensure the formation of universal educational activities and basic competencies); Analytical (analysis

of the compliance of educational and methodological complexes with state standards; selection of

tasks that ensure the formation of basic competencies and universal educational activities); Prognostic

(predicting the results of mastering basic educational programs based on the analysis of the proposed

educational and methodological complexes); Assessment (application of a new system for assessing the

results of mastering basic educational programs: ball rating system, portfolio of learning outcomes,

etc.); Monitoring (mastering and using technological monitoring to determine the quality of the

teaching-learning process and teaching) (Ilyasov,2018; Aliyeva et al., 2021).

Pedagogical competence is created by teachers’ regular work on themselves. Having creative

thinking, a tendency towards innovation, being able to diagnose and analyze the eectiveness of the

innovations they implement, and drawing conclusions play an important role in this process (Ilyasov,

2018).

Based on the sources cited above, it is clear that the ability to manage one’s thoughts, actions,

and feelings in dierent situations has signicant implications for personal and academic success.

Also, understanding students’ emotions in the classroom is important for solving interpersonal

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relationships and personal issues, as well as improving the quality of teacher-student relationships.

To do this, teachers, with the support of school psychologists and social workers, should use their

cognitive and social skills productively, as well as encourage open conversations with children about

feelings. Taking into account all this, a modern teacher, in addition to implementing state policy in

the eld of education and upbringing of the growing generation, should acquire new competencies,

as well as valeological knowledge and skills, and be able to implement the personality orientation of

education.

Discussion and Conclusion

The ndings reveal that teachers with high levels of cognitive and emotional skills are better

equipped to handle stress and maintain eective teaching practices. Emotional control and self-

regulation strategies are critical for preventing burnout and enhancing job satisfaction. Moreover,

teachers who engage in self-improvement and self-actualization are more likely to experience

professional fulllment and contribute positively to the educational environment.

The article concludes that fostering cognitive and social skills in teachers is essential for

enhancing their self-regulation and coping mechanisms. Educational institutions should prioritize

professional development programs that focus on emotional intelligence and self-regulation strategies

to improve teachers’ well-being and instructional eectiveness.

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