Beyond Pedagogy: Examining EFL Teachers’ Emotional Turbulence and Their Strategies for Emotional Regulation

Abstract

This study investigates the emotional challenges faced by English as a Foreign Language (EFL) teachers and the strategies they employ to regulate their emotions within the classroom context. Using a qualitative research design, data were collected from 17 secondary school EFL teachers in Jakarta, Indonesia, through open-response questionnaires and in-depth interviews. The findings revealed that classroom conditions such as student disengagement, classroom management difficulties, and heavy workload were primary stressors that triggered negative emotions, including frustration, anger, helplessness, and stress. To manage these emotions, teachers employed various regulation strategies, including cognitive reappraisal, mindfulness practices, seeking social support, and setting professional boundaries. These strategies helped teachers mitigate the emotional impact of classroom challenges and maintain effective teaching. The study highlights the significant role of emotion regulation in enhancing teaching effectiveness and fostering positive learning outcomes. The findings contribute to the broader literature on teacher well-being by providing insights into the emotional dynamics of EFL teaching. However, the study’s limitations, including the small sample size and reliance on self-reported data, suggest the need for further research. Future studies should explore the long-term impact of emotional regulation on teacher retention and student achievement across diverse educational contexts.