MODERATION EFFECT OF GENDER TOWARDS THE RELATIONSHIP BETWEEN EMOTION REGULATION AND SELFEFFICACY AMONG PRE-SERVICE TEACHERS

Abstract

Pre-service teachers are playing important role in educational transformation. As the front liner in educational system, selfefficacy
to cope with stressful environment is crucial to provide high quality teaching. Gender differences lead to different
thinking style and emotion regulation strategy. This research aims to identify the moderation effect of gender towards the relation
between emotion regulation and self-efficacy among pre-service teachers. 238 pre-service teachers from a teacher education in
Selangor had responded to Emotion Regulation Questionnaire (ERQ) and General Self-Efficacy (GSE). Based on the result, there
is no significant moderation effect of gender towards the relationship between emotion regulation and self-efficacy (p=0.308, β=-
0.044). However, descriptive analysis indicates that male pre-service teachers have higher emotion regulation compared to female
pre-service teacher. At the same time, female pre-service teachers have higher general self-efficacy compared to male pre-service
teachers. Therefore, researcher suggests that gender egalitarian should be fostered in teacher preparation process. Same strategies
to develop pre-service teacher’s self-efficacy through emotion regulation should be employed regardless gender differences.
However, priority to develop emotion regulation and self-efficacy should according to gender’s needs.