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Abstract
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Considering the tremendous role of emotions in teaching profession, emotion regulation is known to be a necessary factor for teachers’ success as it simultaneously enhances the teacher resilience. As a matter of fact, Resilient teachers derive more enjoyment and satisfaction from their job and are less prone to the risk of resignation out of exhaustion. Thus, investigating the link between emotion regulation strategies, teacher resilience, and teaching style preference which is a potential contributor of teacher resilience, is remarkably demanded. The findings of this research would have significant implications for teachers, teacher training programs, curriculum designers, and policymakers through providing a clear picture of factors that are influential in teachers’ success or failure
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