Language Teacher Emotions and Their Implications for Teaching and Learning

Emotions are described as basic, core aspects of human experience that play a significant role in shaping individuals' perceptions and actions (Porter et al., 2022) and are reported to play a crucial role in educational engagement (Benesch, 2018). Teaching is considered an emotional practice (Hargreaves, 1998), with teachers experiencing various positive and negative emotions every day. Therefore, emotions are integral components of teachers' daily interactions with learners, families, and colleagues, influencing their emotional labour strategies and overall wellbeing (Zheng et al., 2024). Rather than viewing emotions strictly through a binary lens of positive versus negative, a nuanced psychological perspective considers how emotional appraisal, regulation, and situational context determine their role in educational settings. These emotional experiences directly shape teachers' daily interactions, emotional labour strategies, wellbeing, and professional identity (Wernicke, 2018; Zheng et al., 2024). Ultimately, teachers' emotions serve as main drivers of pedagogical decision-making, that influence classroom dynamics, teacher–student relationships, learner motivation, engagement, and overall learning outcomes (Rodrigo-Ruiz, 2016). Likewise, adaptively regulated emotions enhance cognitive flexibility and instructional creativity (St-Louis & Vallerand, 2015), enabling language teachers to navigate complex pedagogical contexts.This topic aims to examine how language teachers’ emotional experiences are shaped by dynamic contextual conditions and how these emotions, in turn, influence teaching practices, teacher identity, teacher–student interactions, learner motivation, engagement, and learning outcomes. While the scholarship on language teacher emotion frequently centers on classroom-level or school-level variables influencing teachers, a broader and more comprehensive educational psychology framework must also account for broader extra-institutional and macro-level disruptions (e.g., socio-political instabilities, wars, natural disasters, or transnational migration). This collection invites contributions that reflect on the significance of language teacher emotions in ordinary language classrooms as well as those that are embedded in broader socio-political settings, particularly under challenging or critical conditions.This collection is particularly concerned with language teacher emotion research that makes the psychological and educational dimensions of language teacher emotions explicit and- examines the contextual conditions that shape teacher emotions and how they subsequently impact teaching practices, teacher identity, student-teacher relationship, and learning outcomes.- researches the contextualized and functional perspective on emotions, examining emotion regulation, appraisals, intensity, etc.- is located in diverse and unrepresented linguistic, geographical and socio-political settings- specifically focuses on teacher emotion in critical conditions, i.e., teaching at war times and under sanctions, during pandemics, and natural disasters.- has a special glance toward expatriate language teachers and their cross-border emotions- is underpinned by methodologies and approaches that analyze the connection between teacher emotion and its social and educational consequences for learners and learning.This Research Topic welcomes original research articles using qualitative, quantitative or mixed methods design. Meta-analytic studies and critical systematic reviews are also welcome but simple literature reviews as well as book reviews are not appropriate for this collection. Topic editors: Karim Sadeghi, Roghayeh Pourbahram Source: https://www.frontiersin.org/research-topics/86118/language-teacher-emotions-and-their-implications-for-teaching-and-learning