Capturing Beginning Teacher’s Emotional Experiences in Teaching: An Analysis of Teaching Case in Introduction to Literature Class

Aplonia Nelci Ke Lomi


Teachers frequently experience a wide variety of emotions during their teaching services. It is reported that the teachers ‘emotional experiences affect their performances in the classroom and can be one of the main sources of burnout and retention. This study captures the emotional experiences faced by a beginning teacher in her first days in the teaching practice program in an institution. This is a self-study with descriptive qualitative as the method of research. The researcher analyzed the teaching reflection as the instrument of the research. Based on the reflection, the teacher experienced emotional teaching practice mostly in dealing with the students’ behavior, discipline and engagement. She is also emotionally triggered in dealing with dissatisfaction and students’ effort in learning. Before pre-service teachers begin their teaching practice in schools, it is suggested that education study programs draw attention to this problem. Pre-service teachers must also comprehend the significance of reflective practices so that they can learn from their classroom performances and encounters. Future researchers are urged to investigate teachers’ emotional experiences in a broader context and with a greater number of participants.


emotional experience; teaching; beginning teacher; self-study

Full Text:



Amin, M., & Farasat, M. (2011). The effect of teacher ’ s teaching style on students’ adjustment. Procedia Social and Behavioral Sciences, 15, 1391–1394.

Anisa, L., Suganda, L. A., & Jaya, H. P. (2019). Indonesian English Teachers’ Social-Emotional Competence and Students’ English Learning Motivation. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 83–94.

Chahkandi, F., Rasekh, A. E., & Tavakoli, M. (2016). Efficacious EFL teachers’ goals and strategies for emotion management: the role of culture in focus. Iranian Journal of Applied Linguistics, 19(1), 35–71.

Fiorilli, C., Gabola, P., Pepe, A., Meylan, N., Curchod-Ruedi, D., Albanese, O., & Doudin, P. A. (2015). The effect of teachers’ emotional intensity and social support on burnout syndrome. A comparison between Italy and Switzerland. Revue Europeenne de Psychologie Appliquee, 65(6), 275–283.

Frenzel, A. C. (2014). Teacher emotions . In E . A . Linnenbrink-Garcia & R . Pekrun ( Eds .), International Handbook of Emotions in Education (pp. 494- 519 ) International Handbook of Emotions in Education

Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional Transmission in the Classroom: Exploring the Relationship Between Teacher and Student Enjoyment. Journal of Educational Psychology, 101(3), 705–716.

Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: Emotion regulation and emotional labor strategies as predictors of teacher burnout. International Journal of Pedagogies and Learning, 10(2), 139–150.

Gong, S., Chai, X., Duan, T., Zhong, L., & Jiao, Y. (2013). Chinese Teachers ’ Emotion Regulation Goals and Strategies. 4(11), 870–877.

Grandey, A. A. (2000). Emotional regulation in the workplace : A new way to conceptualize emotional labor Emotion Regulation in the Workplace : A New Way to Conceptualize Emotional Labor. Journal of Occupational Health Psychology, 5(July), 95–110.

Grandey, A. A., & Gabriel, A. S. (2015). Emotional Labor at a Crossroads: Where Do We Go from Here? In Annual Review of Organizational Psychology and Organizational Behavior (Vol. 2, Issue April).

Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385–403.

Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1–18.

Hernández-Amorós, M. J., & Urrea-Solano, M. E. (2017). Working with Emotions in the Classroom: Future Teachers’ Attitudes and Education. Procedia - Social and Behavioral Sciences, 237(June 2016), 511–519.

Hochschild, A. R. (1983). The Managed Heart: Commercialization of Human Feeling. University of California Press.

Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers’ emotions and emotion regulation strategies: Self- and students’ perceptions. Teaching and Teacher Education, 54, 22–31.

Kotsou, I., Mikolajczak, M., Heeren, A., Grégoire, J., & Leys, C. (2019). Improving Emotional Intelligence: A Systematic Review of Existing Work and Future Challenges. Emotion Review, 11(2), 151–165.

Lee, J. C. K., & Yin, H. B. (2011). Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25–46.

Lee, M., Pekrun, R., Taxer, J. L., Schutz, P. A., Vogl, E., & Xie, X. (2016). Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research. Social Psychology of Education, 19(4), 843–863.

Loonstra, B., Brouwers, A., & Tomic, W. (2009). Feelings of existential fulfilment and burnout among secondary school teachers. Teaching and Teacher Education, 25(5), 752–757.

Lopez, M. G. M. (2011). Emotion and language learning: an exploration of experience and motivation in a mexican university context (Doctoral dissertation). PQDT - UK & Ireland, 364.

Mathew, P., Mathew, P., & Peechattu, J. (2017). Reflective Practices: a Means To Teacher Development. Asia Pacific Journal of Contemporary Education and Communication Technology, ISSN(3), 2205–6181.

Nichols, S. L., Schutz, P. A., Rodgers, K., & Bilica, K. (2017). Early career teachers’ emotion and emerging teacher identities. Teachers and Teaching: Theory and Practice, 23(4), 406–421.

Nurfaidah, S., Lengkanawati, N. S., & Sukyadi, D. (2016). Levels of reflection in EFL pre-service teachers’ teaching journal. Indonesian Journal of Applied Linguistics, 6(1), 135–144.

Roberson, S., & Roberson, R. (2008). The role and practice of the principal in developing novice first-year teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(3), 113–118.

Schutz, P. A., Lee, M., Pekrun, R., Taxer, L., Schutz, P. A., Vogl, E., & Xie, X. (2014). Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research. Social Psychology of Education, April.

Shapiro, S. (2010). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(3), 616–621.

Stephanou, G., Gkavras, G., & Doulkeridou, M. (2013). The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School. Psychology, 04(03), 268–278.

Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 15(4), 327–358.

Telli, S., den Brok, P., & Cakiroglu, J. (2010). The importance of teacher-student interpersonal relationships for Turkish students’ attitudes towards science. Research in Science and Technological Education, 28(3), 261–276.

Vanassche, E., & Kelchtermans, G. (2015). The state of the art in Self-Study of Teacher Education Practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508–528.

Yin, H. B., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56–65.


Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM


  • There are currently no refbacks.

Journal of Advanced Multidisciplinary Research (JAMR) is published by Research and Community Service Department (LPPM) Universitas Islam Sultan Agung Semarang, Indonesia.