Effective factors on emotion management of commanders of Shahid Chamran Faraja specialized scientific school

Good and effective commanders have the ability to manage emotions, so that they feel good about working with them and are sure that under the commander's supervision, they have higher emotional intelligence. Manage data crises appropriately. The present study was carried out with the aim of "identifying the research factors on emotion management of the commanders of Shahid Chamran Faraja Specialized Scientific School" in 1402.

The current research is a qualitative-exploratory research in terms of practical purpose and in terms of identification method and nature. The participants in this research were selected using the purposeful snowball sampling method and the sample size continued to 22 people. In this research, the content analysis method was used to identify the factors affecting the emotional management of the commanders, and then the Delphi technique was used to identify and screen the influential indicators from the experts' point of view.

The most important components of preventing mental conflict are: 1- Not doing something that causes resentment or embarrassment to others. 2- Don't go crazy. 3- Giving thoughtful tasks most of the time. The important components of emotional restraint are: 1. Being calm and not being agitated; 2. Not being quick-tempered. 3- Being a conversationalist to solve problems. The important components of aggression control are: 1- Not showing emotions in times of discomfort and anger. 2- Avoiding stinging and teasing others. 3- Not changing thoughts about issues. The important components of benign control, respectively, are: management of understanding towards uncertainty and vulnerability. 2- Trying to overcome failures. 3- Control emotions rationally.

The general results of the present study indicate that for emotion management, commanders should consider Roger and Najarian(1989) four emotion management methods, which include preventing mental conflict, emotional inhibition, aggressiveness control, and benign control in dealing with students.