Abstract
The present study investigates the predictive role of emotion regulation and teaching experience on teacher performance perceptions, with gender considered as a moderating factor. Using a quantitative correlational design, data were collected from 92 vocational high school teachers of business management in Sukoharjo Regency through online and offline questionnaires. The instruments included the Emotion Regulation Questionnaire (ERQ), the Teacher Performance Assessment Instrument, and administrative data on teaching tenure. Hierarchical regression analysis was employed to test the predictive relationships, while moderation effects were examined using interaction terms and simple slope analysis. The results revealed that both emotion regulation (β = 0.35, p < 0.001) and length of teaching experience (β = 0.27, p < 0.01) significantly predicted perceptions of teacher performance, with emotion regulation emerging as the stronger predictor. Furthermore, gender was found to moderate the relationship between emotion regulation and performance perception (β = 0.22, p < 0.05), indicating that female teachers benefited more strongly from emotional regulation skills compared to their male counterparts. However, gender did not moderate the association between length of teaching experience and teacher performance perception. These findings highlight the importance of fostering teachers’ emotional competence as a key determinant of professional performance, alongside the value of accumulated teaching experience. The results also suggest that teacher development initiatives should integrate gender-sensitive approaches, ensuring that training and policy interventions address both psychological and experiential dimensions of teacher performance. Implications for educational practice and policy are discussed in light of the Sustainable Development Goals for quality education. Keywords: Emotion Regulation, Gender, Length of Teaching, Moderation, Perception, Teacher Performance.