Vol. 12/ Núm. 4 2025 pág. 97
https://doi.org/10.69639/arandu.v12i4.1652
Exploring tertiary English teachers’ emotions during their
teaching practice: a case study
Explorando las emociones de los profesores de Inglés de educación superior durante su
práctica docente: un caso de estudio
Lesly Carolina Wong Barragan
lwongb@uteq.edu.ec
https://orcid.org/0009-0001-6358-7844
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Jardel Coutinho dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Artículo recibido: 18 septiembre 2025 - Aceptado para publicación: 28 octubre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study explored the emotions experienced by two English teachers at a public university in
Ecuador and how these emotions influence their teaching practice and professional well-being.
Through interviews, observations, and visual narratives, both pleasant emotions such as
enthusiasm and joy, and unpleasant emotions such as nervousness, frustration, sadness, and stress
were identified. The teachers used various emotion regulation strategies, including breathing
exercises and not taking situations personally, to maintain their resilience. While one teacher
showed consistent emotional stability, both faced emotional challenges related to administrative
responsibilities, family loss, and student behavior. The findings highlight the importance of
acknowledging teachers’ emotional dimensions and supporting the development of skills to
manage emotions in complex educational contexts with multiple demands.
Keywords: English teachers, emotions, teaching practice, resilience, regulation strategies
RESUMEN
Este estudio exploró las emociones experimentadas por dos docentes de inglés en una universidad
pública de Ecuador y cómo estas influyen en su práctica docente y bienestar profesional. A través
de entrevistas, observaciones y narrativas visuales, se identificaron emociones placenteras como
entusiasmo y alegría, así como emociones desagradables como nerviosismo, frustración, tristeza
y estrés. Los docentes utilizaron diversas estrategias de autorregulación emocional, como
ejercicios de respiración y la capacidad de no tomar las situaciones personalmente, para mantener
Vol. 12/ Núm. 4 2025 pág. 98
su resiliencia. Aunque uno de los docentes mostró estabilidad emocional constante, ambos
enfrentaron desafíos emocionales relacionados con responsabilidades administrativas, pérdida
familiar y comportamientos estudiantiles. Los resultados destacan la importancia de reconocer la
dimensión emocional del profesorado y de apoyar el desarrollo de habilidades para manejar
emociones en contextos educativos complejos y con múltiples demandas.
Palabras claves: docentes de inglés, emociones, estrategias de regulación, práctica
docente, resiliencia
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
su resiliencia. Aunque uno de los docentes mostró estabilidad emocional constante, ambos
enfrentaron desafíos emocionales relacionados con responsabilidades administrativas, pérdida
familiar y comportamientos estudiantiles. Los resultados destacan la importancia de reconocer la
dimensión emocional del profesorado y de apoyar el desarrollo de habilidades para manejar
emociones en contextos educativos complejos y con múltiples demandas.
Palabras claves: docentes de inglés, emociones, estrategias de regulación, práctica
docente, resiliencia
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 99
INTRODUCTION
Emotions are an intrinsic part of the human experience, shaping how individuals perceive,
respond to, and interact with the world around them. In the context of education, emotions not
only influence how teachers relate to students but also how they engage with their professional
responsibilities, make decisions, and cope with daily challenges. As Hargreaves (1998) noted,
teaching is inherently emotional work, requiring more than the delivery of content; it involves
care, empathy, frustration, joy, and sometimes even grief.
Within the field of English Language Teaching (ELT), the role of emotions becomes even
more pronounced. English teachers in tertiary education often navigate unique emotional
landscapes: managing students' language anxiety, adapting to diverse proficiency levels, facing
institutional pressures, and sustaining their motivation over time (Shi, 2021; Mercer et al., 2019).
Despite these challenges, many educators continue to find joy, connection, and personal growth
in their profession. However, this emotional labor often goes unrecognized or unspoken.
Studying teacher emotions is, therefore, essential, as it sheds light on how educators sustain
resilience, maintain their sense of purpose, and adapt to professional demands. Emotions are not
merely personal experiences; they impact pedagogical choices, classroom climate, and ultimately,
student outcomes (Fried et al., 2015). Although there has been increasing attention to emotions
in education, the majority of studies focus on primary and secondary school settings, leaving the
tertiary ELT context underexplored, particularly in Latin American countries like Ecuador (Uitto,
Jokikokko, & Estola, 2015).
For that reason, this study aims to address that gap by examining the lived emotional
experiences of two tertiary English teachers at an Ecuadorian university. Through qualitative
methods including semi-structured interviews, classroom observations, and visual narratives, this
research aims to understand how these teachers experience and regulate their emotions during
their teaching practice, and how this emotional management contributes to their professional
resilience.
Research Questions
What emotions do two tertiary English teachers experience during their teaching practice?
Do these two teachers manage their emotions to maintain resilience?
Literature review
Emotions
An emotion is a reaction that occurs when we perceive something, whether external or
internal, that we consider essential to us. This reaction involves coordinated changes in different
parts of the body and mind, such as thoughts, physical sensations, and behaviors, occurring
simultaneously (Scherer, 1987, 2001).
INTRODUCTION
Emotions are an intrinsic part of the human experience, shaping how individuals perceive,
respond to, and interact with the world around them. In the context of education, emotions not
only influence how teachers relate to students but also how they engage with their professional
responsibilities, make decisions, and cope with daily challenges. As Hargreaves (1998) noted,
teaching is inherently emotional work, requiring more than the delivery of content; it involves
care, empathy, frustration, joy, and sometimes even grief.
Within the field of English Language Teaching (ELT), the role of emotions becomes even
more pronounced. English teachers in tertiary education often navigate unique emotional
landscapes: managing students' language anxiety, adapting to diverse proficiency levels, facing
institutional pressures, and sustaining their motivation over time (Shi, 2021; Mercer et al., 2019).
Despite these challenges, many educators continue to find joy, connection, and personal growth
in their profession. However, this emotional labor often goes unrecognized or unspoken.
Studying teacher emotions is, therefore, essential, as it sheds light on how educators sustain
resilience, maintain their sense of purpose, and adapt to professional demands. Emotions are not
merely personal experiences; they impact pedagogical choices, classroom climate, and ultimately,
student outcomes (Fried et al., 2015). Although there has been increasing attention to emotions
in education, the majority of studies focus on primary and secondary school settings, leaving the
tertiary ELT context underexplored, particularly in Latin American countries like Ecuador (Uitto,
Jokikokko, & Estola, 2015).
For that reason, this study aims to address that gap by examining the lived emotional
experiences of two tertiary English teachers at an Ecuadorian university. Through qualitative
methods including semi-structured interviews, classroom observations, and visual narratives, this
research aims to understand how these teachers experience and regulate their emotions during
their teaching practice, and how this emotional management contributes to their professional
resilience.
Research Questions
What emotions do two tertiary English teachers experience during their teaching practice?
Do these two teachers manage their emotions to maintain resilience?
Literature review
Emotions
An emotion is a reaction that occurs when we perceive something, whether external or
internal, that we consider essential to us. This reaction involves coordinated changes in different
parts of the body and mind, such as thoughts, physical sensations, and behaviors, occurring
simultaneously (Scherer, 1987, 2001).
Vol. 12/ Núm. 4 2025 pág. 100
Emotions have long been a subject of inquiry in psychology, with numerous theories
attempting to define their nature, origin, and function. While there is no single, universally
accepted definition, most scholars agree that emotions are complex, multidimensional
experiences involving physiological arousal, expressive behavior, and conscious or unconscious
cognitive appraisal (Scherer, 2005; Gross, 2015). Lazarus (1991), one of the most influential
figures in this field, proposed the Appraisal Theory, which emphasizes the individual’s evaluation
of environmental events as central to emotional experience. He argues that emotions arise when
an individual appraises a situation as significant to their well-being, particularly in terms of its
relevance to their goals and potential for coping.
Plutchik (1980) developed a psychoevolutionary perspective, suggesting that emotions
evolved to help humans adapt to their environment. His well-known “wheel of emotions”
identifies eight primary emotions: joy, trust, fear, surprise, sadness, disgust, anger, and
anticipation, which can blend into more complex feelings. Ekman (1992) contributed to this field
with his theory of basic emotions, which are universally recognized and associated with distinct
facial expressions. These theoretical perspectives provide a foundation for understanding
emotions not merely as reactions, but as processes that influence perception, behavior, decision-
making, and social interaction.
Given the emotionally demanding nature of teaching, especially in language classrooms,
teachers' emotional regulation is essential for managing classroom challenges and maintaining
well-being. Gross (1998) explains emotional suppression as consciously inhibiting emotional
expression to prevent interference with professional duties. Techniques such as deep breathing
can effectively reduce stress responses (Ma et al., 2017), supporting teachers’ emotional
resilience.
Emotions in ELT
In recent years, emotions have emerged as a significant area of study within English
Language Teaching (Benesch, 2012; Gkonou, Mercer, & Daubney, 2016; Zembylas, 2005).
Teaching, especially in language classrooms, is not a purely cognitive or technical activity; it is
inherently emotional (Hargreaves, 2000). Teachers frequently experience a range of emotions,
from satisfaction and joy when students succeed to frustration, anxiety, and even burnout when
faced with challenges such as heavy workloads, classroom management issues, or a lack of
institutional support (Day & Leitch, 2001).
Benesch (2017) introduced the concept of "emotion labor" in ELT, highlighting the
emotional regulation teachers engage in to meet institutional expectations. In multilingual and
multicultural settings, ELT teachers must often suppress or modify their emotions to appear
enthusiastic, patient, or encouraging, even under stress. This emotional dissonance can affect
teachers' well-being and job satisfaction. Additionally, teacher emotions are influenced by
Emotions have long been a subject of inquiry in psychology, with numerous theories
attempting to define their nature, origin, and function. While there is no single, universally
accepted definition, most scholars agree that emotions are complex, multidimensional
experiences involving physiological arousal, expressive behavior, and conscious or unconscious
cognitive appraisal (Scherer, 2005; Gross, 2015). Lazarus (1991), one of the most influential
figures in this field, proposed the Appraisal Theory, which emphasizes the individual’s evaluation
of environmental events as central to emotional experience. He argues that emotions arise when
an individual appraises a situation as significant to their well-being, particularly in terms of its
relevance to their goals and potential for coping.
Plutchik (1980) developed a psychoevolutionary perspective, suggesting that emotions
evolved to help humans adapt to their environment. His well-known “wheel of emotions”
identifies eight primary emotions: joy, trust, fear, surprise, sadness, disgust, anger, and
anticipation, which can blend into more complex feelings. Ekman (1992) contributed to this field
with his theory of basic emotions, which are universally recognized and associated with distinct
facial expressions. These theoretical perspectives provide a foundation for understanding
emotions not merely as reactions, but as processes that influence perception, behavior, decision-
making, and social interaction.
Given the emotionally demanding nature of teaching, especially in language classrooms,
teachers' emotional regulation is essential for managing classroom challenges and maintaining
well-being. Gross (1998) explains emotional suppression as consciously inhibiting emotional
expression to prevent interference with professional duties. Techniques such as deep breathing
can effectively reduce stress responses (Ma et al., 2017), supporting teachers’ emotional
resilience.
Emotions in ELT
In recent years, emotions have emerged as a significant area of study within English
Language Teaching (Benesch, 2012; Gkonou, Mercer, & Daubney, 2016; Zembylas, 2005).
Teaching, especially in language classrooms, is not a purely cognitive or technical activity; it is
inherently emotional (Hargreaves, 2000). Teachers frequently experience a range of emotions,
from satisfaction and joy when students succeed to frustration, anxiety, and even burnout when
faced with challenges such as heavy workloads, classroom management issues, or a lack of
institutional support (Day & Leitch, 2001).
Benesch (2017) introduced the concept of "emotion labor" in ELT, highlighting the
emotional regulation teachers engage in to meet institutional expectations. In multilingual and
multicultural settings, ELT teachers must often suppress or modify their emotions to appear
enthusiastic, patient, or encouraging, even under stress. This emotional dissonance can affect
teachers' well-being and job satisfaction. Additionally, teacher emotions are influenced by
Vol. 12/ Núm. 4 2025 pág. 101
external factors such as curriculum policies, student attitudes, and socio-political contexts,
making the teaching of English particularly demanding in certain regions (Song & Park, 2019).
From the learner’s side, emotions such as foreign language anxiety (Horwitz, Horwitz, &
Cope, 1986), motivation (Dörnyei, 2005), and enjoyment (Dewaele & MacIntyre, 2014) play
critical roles in language acquisition. However, less attention has been paid to the emotional lives
of teachers, even though their emotional state can have a direct impact on the classroom
atmosphere, instructional effectiveness, and student outcomes (Golombek & Doran, 2014).
Understanding teacher emotions in ELT settings is, therefore, essential for fostering emotionally
supportive and sustainable teaching practices.
Teaching involves balancing genuine emotional engagement with institutional
expectations. Zembylas (2005) argues that teacher emotions are political and professional acts,
often requiring emotional labor where teachers regulate their feelings to meet norms. Palmer
(1998) notes that "we teach who we are," emphasizing the importance of emotional authenticity.
Types of emotions (Pleasant and unpleasant)
Emotions experienced in English Language Teaching (ELT) can be broadly categorized
into pleasant and unpleasant types. Pleasant emotions, such as joy, pride, and love, often arise
from positive classroom interactions, student progress, and a sense of professional
accomplishment (Khajavy & Ghonsooly, 2018; Chen, 2016). In contrast, unpleasant emotions
such as anxiety, anger, and shame are frequently triggered by disruptive student behavior, lack of
preparation, institutional pressures, and challenging teaching conditions (Khajavy & Ghonsooly,
2018; Sutton & Wheatley, 2003).
According to Fredrickson’s (2001) broaden-and-build theory, pleasant emotions broaden
teachers’ cognitive and affective resources, fostering creativity, resilience, and stronger teacher–
student relationships. On the other hand, unpleasant emotions tend to narrow attention and
promote avoidance behaviors, which may negatively impact teaching effectiveness and well-
being (Fredrickson, 2001). Hence, understanding how teachers experience and regulate both
pleasant and unpleasant emotions is crucial for sustaining their professional satisfaction and
enhancing student outcomes in ELT settings.
Emotions in ELT: Studies and Findings
Several empirical studies have investigated the role of emotions in ELT, particularly from
the perspective of teachers (Gkonou, Dewaele, & King, 2020; Mercer & Gregersen, 2020;
Khajavy, Ghonsooly, & Frenzel, 2018). Alzaanin (2024) conducted a qualitative study involving
university-level EFL teachers in Saudi Arabia, using semi-structured interviews and reflective
journals. His findings revealed that emotional experiences were central to how teachers
constructed their professional identity. Teachers described emotions such as pride, helplessness,
and resilience as recurring themes in their teaching journeys. Similarly, Golombek and Doran
external factors such as curriculum policies, student attitudes, and socio-political contexts,
making the teaching of English particularly demanding in certain regions (Song & Park, 2019).
From the learner’s side, emotions such as foreign language anxiety (Horwitz, Horwitz, &
Cope, 1986), motivation (Dörnyei, 2005), and enjoyment (Dewaele & MacIntyre, 2014) play
critical roles in language acquisition. However, less attention has been paid to the emotional lives
of teachers, even though their emotional state can have a direct impact on the classroom
atmosphere, instructional effectiveness, and student outcomes (Golombek & Doran, 2014).
Understanding teacher emotions in ELT settings is, therefore, essential for fostering emotionally
supportive and sustainable teaching practices.
Teaching involves balancing genuine emotional engagement with institutional
expectations. Zembylas (2005) argues that teacher emotions are political and professional acts,
often requiring emotional labor where teachers regulate their feelings to meet norms. Palmer
(1998) notes that "we teach who we are," emphasizing the importance of emotional authenticity.
Types of emotions (Pleasant and unpleasant)
Emotions experienced in English Language Teaching (ELT) can be broadly categorized
into pleasant and unpleasant types. Pleasant emotions, such as joy, pride, and love, often arise
from positive classroom interactions, student progress, and a sense of professional
accomplishment (Khajavy & Ghonsooly, 2018; Chen, 2016). In contrast, unpleasant emotions
such as anxiety, anger, and shame are frequently triggered by disruptive student behavior, lack of
preparation, institutional pressures, and challenging teaching conditions (Khajavy & Ghonsooly,
2018; Sutton & Wheatley, 2003).
According to Fredrickson’s (2001) broaden-and-build theory, pleasant emotions broaden
teachers’ cognitive and affective resources, fostering creativity, resilience, and stronger teacher–
student relationships. On the other hand, unpleasant emotions tend to narrow attention and
promote avoidance behaviors, which may negatively impact teaching effectiveness and well-
being (Fredrickson, 2001). Hence, understanding how teachers experience and regulate both
pleasant and unpleasant emotions is crucial for sustaining their professional satisfaction and
enhancing student outcomes in ELT settings.
Emotions in ELT: Studies and Findings
Several empirical studies have investigated the role of emotions in ELT, particularly from
the perspective of teachers (Gkonou, Dewaele, & King, 2020; Mercer & Gregersen, 2020;
Khajavy, Ghonsooly, & Frenzel, 2018). Alzaanin (2024) conducted a qualitative study involving
university-level EFL teachers in Saudi Arabia, using semi-structured interviews and reflective
journals. His findings revealed that emotional experiences were central to how teachers
constructed their professional identity. Teachers described emotions such as pride, helplessness,
and resilience as recurring themes in their teaching journeys. Similarly, Golombek and Doran
Vol. 12/ Núm. 4 2025 pág. 102
(2014) found that emotional understanding was key to teachers’ professional development, as
emotions mediated their engagement with pedagogical practices and interactions with students.
Yu (2022) offered a systematic review of studies on learner emotions in foreign language
classrooms, identifying foreign language enjoyment (FLE) and anxiety as the two most
commonly studied emotions. While the review focused on learners, it emphasized the reciprocal
nature of teacher–student emotional dynamics. In a related study, Pishghadam, Zabetipour, and
Aminzadeh (2016) examined emotional responses of EFL learners and showed that classrooms
where teachers expressed enthusiasm and empathy saw greater student participation and academic
success.
In the Latin American context, Santos et al. (2020) explored the emotional experiences of
Ecuadorian secondary students in English classes in the province of Los Ríos. Their study found
that unpleasant emotions such as fear of making mistakes, anxiety, and lack of confidence
hindered students' oral participation, with female students experiencing higher levels of emotional
barriers than males. These findings highlight the significant impact of emotions on language
learning and emphasize the need for emotionally supportive teaching strategies in ELT.
Moreover, Benesch (2017) emphasized that teachers perceived emotional autonomy, being
able to feel and express emotions without institutional censorship, was crucial to maintaining job
satisfaction and teaching quality.
Furthermore, research indicates that personal adversities, such as bereavement,
significantly impact teacher emotions and motivation (Dunn, 2021). However, many teachers
draw strength from their dedication to students, utilizing emotional regulation strategies to
maintain their work despite these challenges.
This study also aligns with the United Nations Educational, Scientific, and Cultural
Organization (UNESCO) objectives of promoting teacher well-being and inclusive quality
education. By exploring the emotional experiences and resilience of English language teachers in
higher education, this research contributes to the global efforts outlined in UNESCO’s Education
2030 Framework for Action, which emphasizes supporting teachers as essential agents for
achieving equitable and quality education worldwide (UNESCO, 2015).
METHODOLOGY
Method
This study employs a qualitative approach to explore and understand the emotional
experiences of two tertiary English teachers during their teaching practice. This method enables
an in-depth examination of these individual perspectives and experiences within their natural
context, offering rich and detailed insights into the emotional dynamics of teaching; therefore, it
is also regarded as a case study.
(2014) found that emotional understanding was key to teachers’ professional development, as
emotions mediated their engagement with pedagogical practices and interactions with students.
Yu (2022) offered a systematic review of studies on learner emotions in foreign language
classrooms, identifying foreign language enjoyment (FLE) and anxiety as the two most
commonly studied emotions. While the review focused on learners, it emphasized the reciprocal
nature of teacher–student emotional dynamics. In a related study, Pishghadam, Zabetipour, and
Aminzadeh (2016) examined emotional responses of EFL learners and showed that classrooms
where teachers expressed enthusiasm and empathy saw greater student participation and academic
success.
In the Latin American context, Santos et al. (2020) explored the emotional experiences of
Ecuadorian secondary students in English classes in the province of Los Ríos. Their study found
that unpleasant emotions such as fear of making mistakes, anxiety, and lack of confidence
hindered students' oral participation, with female students experiencing higher levels of emotional
barriers than males. These findings highlight the significant impact of emotions on language
learning and emphasize the need for emotionally supportive teaching strategies in ELT.
Moreover, Benesch (2017) emphasized that teachers perceived emotional autonomy, being
able to feel and express emotions without institutional censorship, was crucial to maintaining job
satisfaction and teaching quality.
Furthermore, research indicates that personal adversities, such as bereavement,
significantly impact teacher emotions and motivation (Dunn, 2021). However, many teachers
draw strength from their dedication to students, utilizing emotional regulation strategies to
maintain their work despite these challenges.
This study also aligns with the United Nations Educational, Scientific, and Cultural
Organization (UNESCO) objectives of promoting teacher well-being and inclusive quality
education. By exploring the emotional experiences and resilience of English language teachers in
higher education, this research contributes to the global efforts outlined in UNESCO’s Education
2030 Framework for Action, which emphasizes supporting teachers as essential agents for
achieving equitable and quality education worldwide (UNESCO, 2015).
METHODOLOGY
Method
This study employs a qualitative approach to explore and understand the emotional
experiences of two tertiary English teachers during their teaching practice. This method enables
an in-depth examination of these individual perspectives and experiences within their natural
context, offering rich and detailed insights into the emotional dynamics of teaching; therefore, it
is also regarded as a case study.
Vol. 12/ Núm. 4 2025 pág. 103
Context and Participant
The study was undertaken in a public university in the Los Ríos province. All of the
teachers of the English pedagogy undergraduate course were invited to participate. Still, only two
accepted the invitation (One woman and one man):
Ele is 42 years old (Woman). She is an English teacher in the National and Foreign
Languages Pedagogy program at a public university in Ecuador. She has extensive experience in
English language teaching, as she began her teaching career at a very young age.
Jota is 38 years old (Men). Like the first participant, is an English teacher in the same
National and Foreign Languages Pedagogy program at the same public university. He also began
teaching at a young age and has therefore developed a long career in English language instruction.
When the data was collected, both participants held the position of sub-coordinators1 in the
program and also taught several subjects at different levels or semesters.
Data Collection Instruments
First, semi-structured interviews were conducted in Spanish to explore participants'
emotions, coping mechanisms, and perspectives on resilience. These interviews, which lasted
approximately 45–60 minutes, provided in-depth narratives that revealed the emotional
challenges and successes in their teaching practice. Second, they were invited to create a visual
representation (drawing) that illustrates their emotional journey as teachers in the classroom and
to explain what they wanted to convey in the drawing. These visual narratives offered an
additional perspective to understand their experiences and complemented verbal data. Next, non-
participant classroom observations were conducted to contextualize participants' emotions within
their teaching environment. Observations focused on their interactions with students, classroom
management strategies, and emotional expressions during teaching. Finally, field notes were
recorded during observations to document non-verbal cues, contextual details, and the
researcher's reflections. These notes enriched the data by providing a more detailed understanding
of participants' emotional experiences.
Data Analysis
The analysis was conducted using Grounded Theory, a research method that generates
theory based on systematically collected and analyzed data, with a focus on social relationships
and group behaviors (Scott, 2017). Initially, the verbal interviews were transcribed, followed by
a thematic analysis to identify emotional patterns in the two participants. Subsequently, the
observations and field notes were reviewed to determine the connection between the participants’
emotions, the experiences shared during the interviews, and their teaching practice.
1 Subcoordinator is an academic or administrative staff member who assists a program or course coordinator
in organizing, managing, and overseeing courses, academic activities, or departmental tasks.
Context and Participant
The study was undertaken in a public university in the Los Ríos province. All of the
teachers of the English pedagogy undergraduate course were invited to participate. Still, only two
accepted the invitation (One woman and one man):
Ele is 42 years old (Woman). She is an English teacher in the National and Foreign
Languages Pedagogy program at a public university in Ecuador. She has extensive experience in
English language teaching, as she began her teaching career at a very young age.
Jota is 38 years old (Men). Like the first participant, is an English teacher in the same
National and Foreign Languages Pedagogy program at the same public university. He also began
teaching at a young age and has therefore developed a long career in English language instruction.
When the data was collected, both participants held the position of sub-coordinators1 in the
program and also taught several subjects at different levels or semesters.
Data Collection Instruments
First, semi-structured interviews were conducted in Spanish to explore participants'
emotions, coping mechanisms, and perspectives on resilience. These interviews, which lasted
approximately 45–60 minutes, provided in-depth narratives that revealed the emotional
challenges and successes in their teaching practice. Second, they were invited to create a visual
representation (drawing) that illustrates their emotional journey as teachers in the classroom and
to explain what they wanted to convey in the drawing. These visual narratives offered an
additional perspective to understand their experiences and complemented verbal data. Next, non-
participant classroom observations were conducted to contextualize participants' emotions within
their teaching environment. Observations focused on their interactions with students, classroom
management strategies, and emotional expressions during teaching. Finally, field notes were
recorded during observations to document non-verbal cues, contextual details, and the
researcher's reflections. These notes enriched the data by providing a more detailed understanding
of participants' emotional experiences.
Data Analysis
The analysis was conducted using Grounded Theory, a research method that generates
theory based on systematically collected and analyzed data, with a focus on social relationships
and group behaviors (Scott, 2017). Initially, the verbal interviews were transcribed, followed by
a thematic analysis to identify emotional patterns in the two participants. Subsequently, the
observations and field notes were reviewed to determine the connection between the participants’
emotions, the experiences shared during the interviews, and their teaching practice.
1 Subcoordinator is an academic or administrative staff member who assists a program or course coordinator
in organizing, managing, and overseeing courses, academic activities, or departmental tasks.
Vol. 12/ Núm. 4 2025 pág. 104
The study adheres to ethical standards to ensure participants' rights and well-being:
Participants are provided with detailed information about the study's purpose, procedures, and
potential risks, and their voluntary consent is obtained through a signed consent form.
Participants' identities were anonymized using pseudonyms, and any identifiable information was
removed from the data. Additionally, they were informed of their right to withdraw from the study
at any point without consequences.
RESULTS AND DISCUSSIONS
Jota
Jota, an enthusiastic, relaxed, and consistently positive teacher, exemplifies emotional
stability in the classroom. Throughout the research process, he demonstrated a steady emotional
state, showing minimal variation in his feelings. His passion for teaching is evident from the very
beginning of each lesson, as he approaches the classroom with high energy and enthusiasm:
“Before the class, I feel very energetic; I enjoy teaching and I enjoy sharing knowledge.”
(Interview). This is also confirmed in the visual narrative, where he drew himself with a big smile:
Figure 1
Jota’s visual narrative
One day, Jota asked a student to participate voluntarily, but she refused and left the
classroom. This situation did not trigger any emotional reaction in him. However, the complaints
from other students about what happened made him feel nervous. Despite that, Jota managed to
control his emotions: “I didn’t allow those emotions to affect me; I simply let her go.” (Interview).
This reaction aligns with Gross’s (1998) concept of emotional suppression, a form of response-
focused emotion regulation in which individuals consciously inhibit their emotional responses
after an emotion has been triggered, to prevent it from influencing their actions.
On another day, Jota asked his students to complete an assignment, but they were not
taking it seriously. One student went to complain to the coordination office, saying that he was
singling him out: “At that moment, they saw my strictness, because my main goal is for them to
learn” (Interview). Although they only saw him as strict at that moment, during the observations,
a certain tension between the students and the teacher could be noticed. In response to a directive
The study adheres to ethical standards to ensure participants' rights and well-being:
Participants are provided with detailed information about the study's purpose, procedures, and
potential risks, and their voluntary consent is obtained through a signed consent form.
Participants' identities were anonymized using pseudonyms, and any identifiable information was
removed from the data. Additionally, they were informed of their right to withdraw from the study
at any point without consequences.
RESULTS AND DISCUSSIONS
Jota
Jota, an enthusiastic, relaxed, and consistently positive teacher, exemplifies emotional
stability in the classroom. Throughout the research process, he demonstrated a steady emotional
state, showing minimal variation in his feelings. His passion for teaching is evident from the very
beginning of each lesson, as he approaches the classroom with high energy and enthusiasm:
“Before the class, I feel very energetic; I enjoy teaching and I enjoy sharing knowledge.”
(Interview). This is also confirmed in the visual narrative, where he drew himself with a big smile:
Figure 1
Jota’s visual narrative
One day, Jota asked a student to participate voluntarily, but she refused and left the
classroom. This situation did not trigger any emotional reaction in him. However, the complaints
from other students about what happened made him feel nervous. Despite that, Jota managed to
control his emotions: “I didn’t allow those emotions to affect me; I simply let her go.” (Interview).
This reaction aligns with Gross’s (1998) concept of emotional suppression, a form of response-
focused emotion regulation in which individuals consciously inhibit their emotional responses
after an emotion has been triggered, to prevent it from influencing their actions.
On another day, Jota asked his students to complete an assignment, but they were not
taking it seriously. One student went to complain to the coordination office, saying that he was
singling him out: “At that moment, they saw my strictness, because my main goal is for them to
learn” (Interview). Although they only saw him as strict at that moment, during the observations,
a certain tension between the students and the teacher could be noticed. In response to a directive
Vol. 12/ Núm. 4 2025 pág. 105
given by the teacher, a student reacted negatively by rolling her eyes, although she did not say
anything: “The teacher did not respond to this behavior and continued the lesson as normally”
(Field Note).
During this semester, Jota was working as a sub-coordinator, and this role led him to
experience different sources of unpleasant emotions. He said, “I have felt stressed due to office
work, paperwork, coordination tasks, etc.” (Interview). Besides feeling that way, he also felt
frustrated:
“It has affected me because sometimes I can’t teach a class since I have a meeting. I have
to go to the classroom and tell the students I will not be there because I need to leave. I
have to go to another department, and that frustrates me. It's not just that I feel angry, but
also frustrating because I want to be in the classroom rather than in an office. That is how
I feel.” (Interview)
One technique that he used to maintain resilience in this situation was breathing exercises:
“A specific strategy is breathing… I mean, when I feel a strong emotion related to coordination
work, I take a breath and keep going” (Interview). This finding aligns with previous research,
which suggests that breathing exercises can reduce the physiological responses associated with
stress in healthy individuals (Ma et al., 2017). Say one study that a teacher did the same, or explain
better the Ma et al., 2017 article.
This level of resilience could only be achieved through years of practice. At the
beginning of his teaching career, Jota used to feel sad, frustrated, and would cry frequently:
“Experience has helped me a lot. I remember my years in high school; they were very
difficult. I was very sensitive; I cried, tears would come out, and I was extremely emotional.
Then I learned to control and manage it in a different way, through writing, reflecting at
the end of the class, or at the end of the day when I got home. Reading about psychology
also helped me a lot. My school years shaped my character and prepared me to become a
teacher and work with students of different ages.” (Interview)
In conclusion, although Jota is known for being a positive, enthusiastic, and relaxed
teacher, during this semester, he experienced several unpleasant emotions such as nervousness,
anger, frustration, and stress. These challenges were mainly related to his additional
responsibilities as a sub-coordinator. Despite this, Jota managed to stay emotionally balanced by
using self-regulation strategies. One of the most helpful techniques for him was deep breathing,
which allowed him to calm down and continue with his duties. His experience shows that even
emotionally stable and optimistic teachers can struggle, and it highlights the importance of
developing coping strategies in the teaching profession.
given by the teacher, a student reacted negatively by rolling her eyes, although she did not say
anything: “The teacher did not respond to this behavior and continued the lesson as normally”
(Field Note).
During this semester, Jota was working as a sub-coordinator, and this role led him to
experience different sources of unpleasant emotions. He said, “I have felt stressed due to office
work, paperwork, coordination tasks, etc.” (Interview). Besides feeling that way, he also felt
frustrated:
“It has affected me because sometimes I can’t teach a class since I have a meeting. I have
to go to the classroom and tell the students I will not be there because I need to leave. I
have to go to another department, and that frustrates me. It's not just that I feel angry, but
also frustrating because I want to be in the classroom rather than in an office. That is how
I feel.” (Interview)
One technique that he used to maintain resilience in this situation was breathing exercises:
“A specific strategy is breathing… I mean, when I feel a strong emotion related to coordination
work, I take a breath and keep going” (Interview). This finding aligns with previous research,
which suggests that breathing exercises can reduce the physiological responses associated with
stress in healthy individuals (Ma et al., 2017). Say one study that a teacher did the same, or explain
better the Ma et al., 2017 article.
This level of resilience could only be achieved through years of practice. At the
beginning of his teaching career, Jota used to feel sad, frustrated, and would cry frequently:
“Experience has helped me a lot. I remember my years in high school; they were very
difficult. I was very sensitive; I cried, tears would come out, and I was extremely emotional.
Then I learned to control and manage it in a different way, through writing, reflecting at
the end of the class, or at the end of the day when I got home. Reading about psychology
also helped me a lot. My school years shaped my character and prepared me to become a
teacher and work with students of different ages.” (Interview)
In conclusion, although Jota is known for being a positive, enthusiastic, and relaxed
teacher, during this semester, he experienced several unpleasant emotions such as nervousness,
anger, frustration, and stress. These challenges were mainly related to his additional
responsibilities as a sub-coordinator. Despite this, Jota managed to stay emotionally balanced by
using self-regulation strategies. One of the most helpful techniques for him was deep breathing,
which allowed him to calm down and continue with his duties. His experience shows that even
emotionally stable and optimistic teachers can struggle, and it highlights the importance of
developing coping strategies in the teaching profession.
Vol. 12/ Núm. 4 2025 pág. 106
Ele
Ele stands out for being reflective, analytical, and deeply emotional. Throughout the
research process, she experienced a wide range of emotions that resembled an emotional roller
coaster (Santos and Luque-Agulló, 2025). Her journey offers valuable insight into how personal
experiences and emotional sensitivity can influence a teacher’s practice, relationships with
students, and ability to cope with professional challenges. In one episode, Ele suffered the loss of
her grandmother and cousins. In two different situations, she found out that her family member
had passed away, which occasioned unpleasant emotions:
“I've lost family members, like my grandmother and my cousins. Lately, I've been having
a hard time going to university because sometimes I just don't feel like going to work. I'm going
through a very difficult time, one I've rarely experienced before. I feel unmotivated and sad.”
(Interview) This emotional impact is consistent with Dunn’s (2021) findings, which highlight
how losing loved ones can profoundly affect individuals’ motivation and emotional well-being,
leading to challenges in daily functioning. In the context of my participant, this connection
suggests that personal loss does not remain confined to private life but inevitably permeates
professional identity and classroom performance. Such experiences highlight the dual burden
teachers carry navigating their own emotional struggles while simultaneously striving to maintain
a supportive learning environment. This underscores the importance of considering teachers’
emotional well-being not as separate from, but as integral to, their professional practice.
Her students were a key point to help her overcome these situations whenever she was
sad: “But once I am in the classroom, I forget about everything, and sometimes I end up laughing
with my students. It changes my whole world.” (Interview). This illustrates the crucial role of
teacher–student interactions in fostering resilience and providing emotional support. While
personal loss created significant emotional strain, the classroom environment became a source of
healing and motivation, showing how professional identity and teacher well-being are deeply
interconnected.
After her two days of leave, she was not ready to return to her classes. She did not want
to come because she was very sad, but the responsibility of coordinating and her classes pushed
her to attend university: “Because of family losses, I don’t feel like coming to work. I’m not in
the mood, I’m sad, and I don’t want to get up. But once I arrive at the university, especially in the
classroom, I enter that world. Since I love teaching, I really forget about my problems and try to
make sure the students enjoy their learning process.” (Interview). This is reflected in Dunn (2022),
who highlights that teachers often feel compelled to hide negative emotions and prioritize
students’ learning needs, which can become emotionally exhausting. Ele’s experience reflects this
tension, as despite her personal grief, she continued to fulfill her responsibilities as a teacher,
demonstrating how educators are frequently required to maintain emotional control even in the
face of profound personal challenges.
Ele
Ele stands out for being reflective, analytical, and deeply emotional. Throughout the
research process, she experienced a wide range of emotions that resembled an emotional roller
coaster (Santos and Luque-Agulló, 2025). Her journey offers valuable insight into how personal
experiences and emotional sensitivity can influence a teacher’s practice, relationships with
students, and ability to cope with professional challenges. In one episode, Ele suffered the loss of
her grandmother and cousins. In two different situations, she found out that her family member
had passed away, which occasioned unpleasant emotions:
“I've lost family members, like my grandmother and my cousins. Lately, I've been having
a hard time going to university because sometimes I just don't feel like going to work. I'm going
through a very difficult time, one I've rarely experienced before. I feel unmotivated and sad.”
(Interview) This emotional impact is consistent with Dunn’s (2021) findings, which highlight
how losing loved ones can profoundly affect individuals’ motivation and emotional well-being,
leading to challenges in daily functioning. In the context of my participant, this connection
suggests that personal loss does not remain confined to private life but inevitably permeates
professional identity and classroom performance. Such experiences highlight the dual burden
teachers carry navigating their own emotional struggles while simultaneously striving to maintain
a supportive learning environment. This underscores the importance of considering teachers’
emotional well-being not as separate from, but as integral to, their professional practice.
Her students were a key point to help her overcome these situations whenever she was
sad: “But once I am in the classroom, I forget about everything, and sometimes I end up laughing
with my students. It changes my whole world.” (Interview). This illustrates the crucial role of
teacher–student interactions in fostering resilience and providing emotional support. While
personal loss created significant emotional strain, the classroom environment became a source of
healing and motivation, showing how professional identity and teacher well-being are deeply
interconnected.
After her two days of leave, she was not ready to return to her classes. She did not want
to come because she was very sad, but the responsibility of coordinating and her classes pushed
her to attend university: “Because of family losses, I don’t feel like coming to work. I’m not in
the mood, I’m sad, and I don’t want to get up. But once I arrive at the university, especially in the
classroom, I enter that world. Since I love teaching, I really forget about my problems and try to
make sure the students enjoy their learning process.” (Interview). This is reflected in Dunn (2022),
who highlights that teachers often feel compelled to hide negative emotions and prioritize
students’ learning needs, which can become emotionally exhausting. Ele’s experience reflects this
tension, as despite her personal grief, she continued to fulfill her responsibilities as a teacher,
demonstrating how educators are frequently required to maintain emotional control even in the
face of profound personal challenges.
Vol. 12/ Núm. 4 2025 pág. 107
On the day she returned, she was unable to start the class as usual and began to cry: “I
couldn’t start the class as usual, and I began to cry.” (Interview). However, her duties as a teacher
made her move on. Ele said that, as teachers, we need to suppress our emotions in the name of
professionalism: “The emotions I feel inside do not matter because what is important is managing
the students’ emotions.” (Interview). We believe that we have the permission to feel in the
classroom; experiencing a range of emotions in class does not make us less professional.
However, our emotions cannot affect the students' learning. According to Zembylas (2005),
emotions are not just personal experiences, but also political and professional acts.
Acknowledging emotions in the classroom becomes a way of resisting the institutional
expectations that label vulnerability as unprofessional.
This situation generated a deep discussion with Ele. She believes that teachers are actors,
so they need to fake their emotions. “The teacher is almost like an actor; inside the classroom,
you have to perform” (Interview). While this argument highlights the performative dimension of
teaching, it also implies that emotions can be deliberately concealed or staged to maintain control.
However, we argue that teaching cannot be reduced to a theatrical performance. Instead, it
requires authentic emotional engagement, since emotions are not mere strategies but essential
components of human connection. As Palmer (1998) states, “we teach who we are,” which means
that denying or suppressing our own feelings makes it difficult to genuinely connect with and
support our students. In this sense, emotional awareness begins with self-recognition and
validation. Rodríguez and Murillo (2018) also stress that when teachers acknowledge and regulate
their emotions, they create conditions for students to develop emotional learning themselves. In
other words, authenticity allows teachers to model emotional literacy, while excessive acting risks
creating distance, mistrust, or superficial relationships within the classroom.
The technique she used to maintain her resilience during a disturbed semester was not
taking things personally, as part of her emotional maturity. “Not taking anything personally and
not bringing anything home or outside the classroom, what happened in the classroom, stays there,
especially if it was something negative” (Interview).
Ele also agrees with Jota about the importance of experience to know how to manage
emotions in class: “Experience gives you more calmness, greater confidence, and better classroom
management compared to what you feel at the beginning of your teaching journey.” (Interview).
Ele's visual narrative goes against her idea of the teacher being an actor, because she is
aware of her students' emotions, and consequently, she knows that a classroom is a place that
permits you to feel.
On the day she returned, she was unable to start the class as usual and began to cry: “I
couldn’t start the class as usual, and I began to cry.” (Interview). However, her duties as a teacher
made her move on. Ele said that, as teachers, we need to suppress our emotions in the name of
professionalism: “The emotions I feel inside do not matter because what is important is managing
the students’ emotions.” (Interview). We believe that we have the permission to feel in the
classroom; experiencing a range of emotions in class does not make us less professional.
However, our emotions cannot affect the students' learning. According to Zembylas (2005),
emotions are not just personal experiences, but also political and professional acts.
Acknowledging emotions in the classroom becomes a way of resisting the institutional
expectations that label vulnerability as unprofessional.
This situation generated a deep discussion with Ele. She believes that teachers are actors,
so they need to fake their emotions. “The teacher is almost like an actor; inside the classroom,
you have to perform” (Interview). While this argument highlights the performative dimension of
teaching, it also implies that emotions can be deliberately concealed or staged to maintain control.
However, we argue that teaching cannot be reduced to a theatrical performance. Instead, it
requires authentic emotional engagement, since emotions are not mere strategies but essential
components of human connection. As Palmer (1998) states, “we teach who we are,” which means
that denying or suppressing our own feelings makes it difficult to genuinely connect with and
support our students. In this sense, emotional awareness begins with self-recognition and
validation. Rodríguez and Murillo (2018) also stress that when teachers acknowledge and regulate
their emotions, they create conditions for students to develop emotional learning themselves. In
other words, authenticity allows teachers to model emotional literacy, while excessive acting risks
creating distance, mistrust, or superficial relationships within the classroom.
The technique she used to maintain her resilience during a disturbed semester was not
taking things personally, as part of her emotional maturity. “Not taking anything personally and
not bringing anything home or outside the classroom, what happened in the classroom, stays there,
especially if it was something negative” (Interview).
Ele also agrees with Jota about the importance of experience to know how to manage
emotions in class: “Experience gives you more calmness, greater confidence, and better classroom
management compared to what you feel at the beginning of your teaching journey.” (Interview).
Ele's visual narrative goes against her idea of the teacher being an actor, because she is
aware of her students' emotions, and consequently, she knows that a classroom is a place that
permits you to feel.
Vol. 12/ Núm. 4 2025 pág. 108
Figura 2
Eles’ visual narrative
In her visual narrative, we can see her standing in front of a classroom with different
students sitting at their desks. The students are paying attention to what she is saying. We can also
observe some swirls, and in the middle, there is a plant. Inside each swirl, there are words like
tiredness, joy, hope, passion, and insecurity.
In conclusion, Ele is a reflective and emotional teacher who faced difficult moments due
to the loss of her family members. Despite feeling sad and unmotivated, her love for teaching and
responsibility helped her continue working. She believes that teachers need to manage their
emotions professionally, but also that the classroom is a place where it is okay to feel. Ele’s
experience shows how personal feelings affect teachers, and how important it is to balance
emotions and professionalism in education.
CONCLUSION
This research aimed to understand the emotions experienced by two English teachers
during their teaching practice at a public university in Ecuador. To explore this, we employed
interviews, visual narratives, field notes, and classroom observations.
Throughout the study, it became evident that teachers experience a wide spectrum of
emotions, from stress, sadness, and frustration to joy and motivation. These feelings are often
influenced by personal challenges, student behavior, heavy workloads, and administrative
responsibilities.
Even during emotionally challenging moments, teachers demonstrated remarkable
resilience. They employed strategies such as not taking things personally, leaving problems in the
classroom instead of bringing them home, and managing their emotions through breathing
techniques. These small yet meaningful actions helped them remain strong and continue their
work with passion. This study reminds us that feeling in the classroom is part of being human and
part of being a teacher. Emotions do not take away from professionalism; they are a part of it.
Figura 2
Eles’ visual narrative
In her visual narrative, we can see her standing in front of a classroom with different
students sitting at their desks. The students are paying attention to what she is saying. We can also
observe some swirls, and in the middle, there is a plant. Inside each swirl, there are words like
tiredness, joy, hope, passion, and insecurity.
In conclusion, Ele is a reflective and emotional teacher who faced difficult moments due
to the loss of her family members. Despite feeling sad and unmotivated, her love for teaching and
responsibility helped her continue working. She believes that teachers need to manage their
emotions professionally, but also that the classroom is a place where it is okay to feel. Ele’s
experience shows how personal feelings affect teachers, and how important it is to balance
emotions and professionalism in education.
CONCLUSION
This research aimed to understand the emotions experienced by two English teachers
during their teaching practice at a public university in Ecuador. To explore this, we employed
interviews, visual narratives, field notes, and classroom observations.
Throughout the study, it became evident that teachers experience a wide spectrum of
emotions, from stress, sadness, and frustration to joy and motivation. These feelings are often
influenced by personal challenges, student behavior, heavy workloads, and administrative
responsibilities.
Even during emotionally challenging moments, teachers demonstrated remarkable
resilience. They employed strategies such as not taking things personally, leaving problems in the
classroom instead of bringing them home, and managing their emotions through breathing
techniques. These small yet meaningful actions helped them remain strong and continue their
work with passion. This study reminds us that feeling in the classroom is part of being human and
part of being a teacher. Emotions do not take away from professionalism; they are a part of it.
Vol. 12/ Núm. 4 2025 pág. 109
Limitations and recommendations
One of the main limitations of this study was the tight schedule of the participants, who
were full-time teachers. As a result, it was not possible to conduct as many interviews as initially
planned. However, despite this challenge, all the guiding questions were successfully addressed
during the interviews.
Future studies could consider employing a longitudinal design to track participants over
an extended period. It is also advisable to compare the emotional experiences of teachers from
various regions of Ecuador or to investigate the emotions of English teachers working in private
universities. These approaches could yield more comprehensive insights into the emotional
aspects of teaching across different contexts.
Limitations and recommendations
One of the main limitations of this study was the tight schedule of the participants, who
were full-time teachers. As a result, it was not possible to conduct as many interviews as initially
planned. However, despite this challenge, all the guiding questions were successfully addressed
during the interviews.
Future studies could consider employing a longitudinal design to track participants over
an extended period. It is also advisable to compare the emotional experiences of teachers from
various regions of Ecuador or to investigate the emotions of English teachers working in private
universities. These approaches could yield more comprehensive insights into the emotional
aspects of teaching across different contexts.
Vol. 12/ Núm. 4 2025 pág. 110
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Alzaanin, E. (2024). Capturing the emotional experiences of EFL university teachers: A critical
perspective. International Journal of Educational Research Open, 5, 100306.
https://doi.org/10.1177/13621688211012863
Benesch, S. (2017). Emotions and English language teaching: Exploring teachers’ emotion labor.
Routledge.
Day, C., & Gu, Q. (2009). Teacher emotions: Well-being, resilience, and identity. Cambridge
University Press.
Day, C., & Leitch, R. (2001). Teachers and teacher educators’ lives: The role of emotion.
Teaching and Teacher Education, 17(4), 403–415. https://doi.org/10.1016/S0742-
051X(01)00003-8
Dunn, M. B. (2021). When teachers lose loved ones: Affective practices in teachers’ accounts of
addressing loss in literature instruction. Teaching Education, 32(5), 522–537.
https://doi.org/10.1002/rrq.460
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-
and-build theory of positive emotions. American psychologist, 56(3), 218.
https://psycnet.apa.org/doi/10.1037/0003-066X.56.3.218
Golombek, P. R., & Doran, M. (2014). Unifying cognition, emotion, and activity in language
teacher professional development. Teaching and Teacher Education, 39, 102–111.
https://doi.org/10.1016/j.tate.2014.01.002
Gkonou, C., Dewaele, J.-M., & King, J. (Eds.). (2020). The emotional rollercoaster of language
teaching. Bristol, UK: Multilingual Matters.
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Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education,
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Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students.
Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-
051X(00)00028-7
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The
Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
Khajavy, G. H., Ghonsooly, B., & Frenzel, A. C. (2018). Teacher emotions and their relations
with teacher self-efficacy and students’ engagement: A multilevel experience sampling
study. British Journal of Educational Psychology, 88(4), 604–631.
https://doi.org/10.3389/fpsyg.2020.01650
Lazarus, R. S. (1991). Emotion and adaptation. Oxford University Press.
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breathing on attention, negative affect, and stress in healthy adults. Frontiers in
Psychology, 8, 874. https://doi.org/10.3389/fpsyg.2017.00874
Mercer, S., & Gregersen, T. (2020). Teacher well-being. Oxford, UK: Oxford University Press.
Palmer, P. J. (2017). Courage to teach: Exploring the inner landscape of a teacher’s life (20th
anniversary ed.). Jossey-Bass. El coraje de enseñar: explorando el paisaje interior de la vida
de un maestro - Journal of the American College of Radiology
Plutchik, R. (1980). Emotion: A psychoevolutionary synthesis. Harper & Row. Reseña: [Sin
título] en JSTOR
Santos, J., Veiga de Souza, V., & Vélez-Ruiz, M. (2020). Assessment of the emotions that block
Ecuadorian students from speaking English in class: Case Los Ríos Province. Maskana,
11(1), 5-14. https://doi.org/10.18537/mskn.11.01.01
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