Scrutinizing EFL Teachers’ Emotions in the Indonesian Context of Bandung

Abstract

This study aims to investigate the most dominant emotions experienced by EFL teachers in the Indonesian context. Two kinds of questionnaires were employed in this study. This research involved participants of Bandung English Teachers. They were 72 EFL teachers who participated on the general scale of phase 1 and 68 EFL teachers who joined the specific scale questionnaire of phase 2. Three dimensions of emotions were explored in this research to know the level of emotions faced by teachers. Also, positive and negative emotions have been explored in this paper. A quantitative descriptive method was used to examine the data from two questionnaires as the main research instrument. This study adapted the Teacher Emotion Scale invented by Frenzel et al. (2016). The descriptive findings show that from two studies enjoyment is the most frequently experienced and anger is the lowest dimension of emotion preferred by EFL teachers. This study has proven the reliability of the research instrument. The research analysis shows that there is an insignificant difference between the two studies and both of them have a very close resemblance.

Transitioning into a Professional Teacher: EFL Preservice Teachers' Anxiety in Teaching Practicum

“…It is also in line with Hayuningtyas et al (2022) study with Indonesian English EFL preservice teachers discovered that the primary anxiety-provoking conditions encountered by EFL preservice teachers were lack of confidence, fear of negative evaluation, limited English proficiency, lack of classroom preparation, and inadequate instructional experience. Again, Nugroho and Mbato (2021) also revealed other factors that influence EFL preservice teachers' anxiety in the classroom, including preparation for the lesson and EFL preservice teachers' confidence.…”