The bright side of dark emotions: Exploring EFL teachers’ emotions, emotional capital, and engagement in curriculum implementation

Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop

“…Work engagement refers to teachers' cognitive, emotional, and social involvement in teaching and students' learning processes (Klassen et al, 2013). High levels of work engagement potentially bring about varied favorable outcomes for both individuals and organizations (Azari Noughabi, Amirian et al, 2022;Azari Noughabi, Ghonsooly et al, 2022;Yang, Shu et al, 2022). The burnout-engagement continuum has been extensively studied in organizational psychology (Maslach & Leiter, 1997), and the negative connection between burnout and engagement also extends to FL education (Faskhodi & Siyyari, 2018).…”

“…When job and personal resources become more prominent and gain their motivational potential, work engagement is likely to be enhanced as teachers become motivated to actively learn and develop their skills. As high work engagement in itself can have detrimental effects, for example affecting work-life balance or teacher health, we considered it in conjunction with positive emotions, which have been implicated in promoting work engagement and well-being (Azari Noughabi, Greenier et al, 2021;Malinowski & Lim, 2015;Yang, Shu et al, 2022).…”

“…Teachers' FLTE has only recently begun to draw the attention of researchers (Azari Noughabi, Yang, Shu et al, 2022;Proietti Ergün & Dewaele, 2021). Proietti Ergün & Dewaele (2021) adapted the 9-item short FLE scale by Botes et al (2021) to reflect teacher enjoyment instead of learner enjoyment.…”

“…According to Slišković et al (2019), the relations of positive emotions to teacher burnout and engagement need to be further explored. As language teaching is particularly emotionally demanding due to its strong emphasis on interpersonal relations and the integration of identities (Talbot & Mercer, 2018), it is significant to explore whether mindfulness could be linked to enjoyment and -by extensionto work engagement (Azari Noughabi, Yang, Shu et al, 2022) and teacher burnout (Frenzel et al, 2016).…”

Emotional labor and emotional capital: An interpretive phenomenological analysis of teachers of English

“…The concept of habitus, along with institutional and social structures, can influence the accessibility of the teacher to emotional capital gained from individual emotionally charged situations, which brings emotional well-being for the teacher. While in one encounter, the teacher might be overwhelmed by the tense and stressful situation, another teacher can ‘navigate calmly through emotional storms’ [ 38 , p. 113], and shield themselves against emotional breakdown [ 39 ]. [ 12 ] further continues that emotions transacted among students and teachers can be converted into cultural and social capital.…”