The current study aimed to identify the effect of emotional regulation strategies (reappraisal and expressive suppression) as mediators in the relationship between teacher emotions in the classroom and rational decision-making, and to identify the levels of emotions, and emotional regulation strategies, and the style of rational decisions, in a sample of 500 female teachers from the first cycle teachers in the Sultanate of Oman. They were randomly selected. To achieve the purposes of the study, a descriptive approach was used, the rational decision style scale (Hamilton et al., 2016), the emotional regulation strategies scale (John & Gross, 2003), and the teacher emotions scale with students (Frenzel et al. , 2016). The results of the standard regression analysis showed that there are direct effects in the positive direction of excitability of pleasure on rational decisions, as well as the presence of direct effects in the positive direction of the stimulation of pleasure on the strategies of reappraisal and expressive suppression, and the presence of direct effects in the direction Positive rationale and expressive repression strategies for rational decisions. Through the direct and indirect effects of multiple regression analysis in the Baron and Kenny method, the results showed that both reappraisal and expressive suppression strategies play a partial mediating role in the relationship between positive emotions (pleasure) and the pattern of rational decisions. The test results, arithmetic averages, standard deviations, and weighted averages also showed that the first cycle teachers have high levels of enjoying teaching with students during teaching and using the reappraisal strategy to organize their emotions and rational decision-making, and they also have low levels of negative emotions (anger and anxiety) with students in classroom and intermediate level for the use of expressive suppression strategy