Volume 9, Issue 1 (3-2024)                   IJREE 2024, 9(1): 23-35 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Kamyabifar F, Safdari S. The Role of Iranian High School EFL Teacher’s Emotional Experiences in Their Professional Identity: A Qualitative Enquiry. IJREE 2024; 9 (1)
URL: http://ijreeonline.com/article-1-853-en.html
Department of English, Chalous Branch, Islamic Azad University, Chalous, Iran
Abstract:   (314 Views)
The present study aimed at investigating Iranian English as a Foreign Language (EFL) teachers’ emotional experiences that could affect their professional identity. Due to the qualitative nature of the study, seven high school teachers of Mashhad and Zabol were selected through purposive sampling. Data were gathered through semi-structured interviews. Qualitative analysis of teachers’ interviews through open, axial and selective stages of coding resulted in the four components of 1) teachers’ sense of appreciation for teaching; 2) teachers’ sense of connectedness to other colleagues; 3) teachers’ sense of competence in teaching; and 4) teachers’ sense of commitment, which were found to influence their professional identity. The study's findings contributed to acknowledge the significance of teachers’ emotions as determining factor in their professional identity. On the practical side, teacher educators can gain insight into the importance of teachers’ emotions in shaping their identities in EFL classrooms. The study demonstrated that teachers’ emotional experiences can greatly influence the formation of their identities. Findings have significant implications for both teachers and students. When teachers are aware of their emotions and their effects on their professional identity, it can lead to better outcomes for learners. A teacher who is emotionally stable, confident, and motivated is more likely to inspire and engage students, resulting in increased student achievement, motivation, and engagement in the classroom. By equipping teachers with the necessary skills to navigate their emotions, teacher education programs can contribute to the overall improvement of teaching practices and ultimately enhance student learning outcomes.
Full-Text [PDF 455 kb]   (87 Downloads)    
Type of Study: Research | Subject: Special

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | International Journal of Research in English Education

Designed & Developed by : Yektaweb