Abstract
This meta-analysis investigated the effects of emotion regulation strategies on teachers' well-being and positive emotional outcomes. Employing a comprehensive review and quantitative synthesis of the literature, the study confirmed that effective emotional regulation, particularly through strategies like deep acting, significantly enhances teacher well-being and job satisfaction. In contrast, surface acting was associated with mixed outcomes, occasionally beneficial but generally not supportive of effective teaching practices. The findings highlight the importance of tailored emotional regulation training in professional development programs for educators. Future research should expand on these findings by exploring diverse emotion regulation strategies across varied educational and cultural contexts to fully understand their impact on educational outcomes.