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The Impact of Negative/Positive Emotions on English Language Teachers` Identity: A Mixed-Method Research

Orouji, Vida | 2018

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 51394 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Rezaei, Saeed
  7. Abstract:
  8. This study was a mixed-method research into the impact of emotions on the professional identities of teachers. The researcher followed Zembylas (2005a, 2005b) in conducting this study following the argument that politics and disciplinary power affect every aspect of teachers` life, hence their emotions and professional identities. Foucault (1975, 1984) was the source of theoretical underpinning in this study. The researcher used an open written interview, an attitudinal questionnaire, and a written narrative inquiry to collect the required data. Ten English language teachers (8 English Institute teachers, 2 public school teachers) took part in the first phase. One-hundred teachers from both groups took part (online and offline) in the second phase of the study. Finally, six English language teachers participated in the final phase. The study indicated that both groups of teachers held negative emotions because of institution and governmental rules and positive emotions because of their success and their relationships with their students. English Institute teachers also experienced negative emotions because of underpayment. This study implies that politics has its own way even in shaping the way teachers think they should express and suppress their emotions. Politics has penetrated deep enough to tell teachers what to teach, how to teach, and when to show emotions. Hence, teachers` dissatisfaction with institution and school strategies, policies, and rules
  9. Keywords:
  10. English Language Teaching ; Identity ; Emotion ; Strategy ; Policies

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