Emotional Experiences and Emotion Management of English Language Teachers at College Level

Abstract

This study investigates the emotional experiences and emotion management strategies of English language teachers working at the college level. This mixed-method study involved English language teachers from District Bhakkar, Punjab, Pakistan. A sample of 20 teachers from both government and private colleges of District Bhakar was selected by using the technique of convenient sampling. The data was collected through semi-structured interviews. The collected data was analyzed thematically. The findings of the study revealed that the teachers felt emotionally challenged in certain situations regardless of their teaching experience. The results of the study also suggested that reflection, reviewing and thinking about their experiences of emotionally challenged situations, and discussing challenging situations with teachers were the effective strategies used by the teachers in handling the emotionally challenged situations. This study is significant as it provides insights into how teachers handle stress and maintain control of the classroom environment. The study offers valuable information for researchers interested in studying emotion management by language teachers.