Teacher emotions refer to the range of feelings and affective states experienced by educators during their professional practice, particularly in the context of teaching and interacting with students. This study aimed at developing a questionnaire for Iranian EFL teachers’ emotionality. In so doing, a qualitative thematic analysis method was used. The participants recruited for this study included 25 Iranian EFL teachers (15 males and 10 females) (in the qualitative phase) and 200 Iranian EFL teachers (120 males and 80 females) (in the quantitative phase) who were selected from different language institutes of Iran through convenient sampling. To collect the data, semi-structured interviews, audio-reflective journals, and observations were used. To analyze the data, thematic analysis and exploratory factor analysis (EFA) were used. According to the results, a questionnaire namely, the Questionnaire for Iranian EFL Teachers’ Emotionality in the Iranian Context was developed in 30 Likert items in six sub-scales including enjoyment, anxiety, burnout, responsiveness, emotional support, and flexibility. The results confirmed the reliability and validity of the developed questionnaire for Iranian EFL teachers’ emotionality. In line with the findings of the study, it can be concluded that Iranian EFL teachers experience emotionality in the form of positive and negative emotions. They experience such positive emotions as enjoyment, responsiveness, emotional support and flexibility. The negative emotions they experience include anxiety and burnout. Therefore, EFL teaching is a profession intermingled with diverse emotions. The findings have some implications for EFL teachers, learners, teacher education administrators and researchers. تفاصيل المقالة

The term ‘teacher emotions’ is defined as feelings and affections teachers experience in their professional practice. Teacher identity, as the beliefs, values, and perceptions that teachers hold about themselves and their roles, holds paramount importance in the realm of education as it profoundly shapes the teaching and learning process. This study sought to delve into modeling EFL teachers’ emotionality and identity. In so doing, a quantitative correlational design was used. The participants employed included 200 Iranian male and female EFL teachers who were selected from different language institutes of Iran through convenient sampling. To collect the data, the Teacher Emotionality Questionnaire and the Revised Identity Style Inventory (ISI-5) were used. To analyze the data, Structural Equation Modeling (SEM) was run. As unveiled by the results, positive emotionality (i.e., enjoyment, responsiveness, emotional support and flexibility) was a direct and significant predictor of informational identity. Positive emotionality was a negative and significant predictor of diffuse-avoidant identity. Negative emotionality (i.e., anxiety and burnout) was a significant and negative predictor of informational and normative identity. Negative emotionality was a significant and positive predictor of diffuse-avoidant identity. Congruent with the findings, it is concluded that Iranian EFL teachers are exposed to different kinds of positive and negative emotions. The results also lead to the conclusion that diffuse-avoidant identity aspect is weak in teachers who experience positive emotions. In sum, it is concluded that emotionality and identity aspects are interrelated in EFL teachers. EFL teachers should make attempts to experience more positive emotions than negative ones so that their identity is developed in a positive and authentic direction. تفاصيل المقالة