A Study On The Correlation Between Teachers’ Instructional Emotions And Teachers’ Professional Identity Of Senior High School English Teachers

Teaching is emotional work,and teachers experience a variety of emotions in the process of teaching.Positive instructional emotions help teachers maintain a stable mood,enhance their enthusiasm and self-confidence in teaching,which in turn improves teachers’ professional identity and happiness,promotes their physical and mental health development,and thus improves teaching quality.In recent years,teachers’ instructional emotions have become a hot issue in academic circles as teachers’ research has intensified.Therefore,this study investigates the correlation between teachers’ instructional emotions and professional identity,with the aim of gaining a deeper understanding of teachers’ emotional experiences in teaching and their relationship with professional identity,and providing effective management strategies and suggestions to further promote teachers’ positive confrontation with teaching emotions and improve their professional identity.Based on Feeling-as-Information Theory and Social Identity Theory,173 high school English teachers were selected from Guangxi,and the current situation of high school English teachers’ instructional emotions and professional identity was investigated by using the Teachers’ Instructional Emotions Scale and the Professional Identity Scale.The specific research questions are as follows:(1)What is the overall situation of high school English teachers’ instructional emotions?(2)What is the overall situation of high school English teachers’ professional identity?(3)Is there a correlation between high school English teachers’ instructional emotions and professional identity? If there is a correlation,how are they related?The results of the study showed that:(1)High school English teachers’ instructional emotions are presented at different levels,including positive emotions(pride,hope,and enjoyment)and negative emotions(anger,anxiety,and frustration).In general,the positive emotions of pride,enjoyment,and hope were on the upper middle level,while the negative emotions of anxiety,anger,and frustration were on the lower middle level.(2)High school English teachers’ professional identity was generally at a moderate to high level,with professional values at the highest level,followed by professional behavior tendencies,and then professional belonging and role values.(3)High school English teachers’ instructional emotions and their dimensions were significantly and positively correlated with teachers’ professional identity in different degrees.Based on the survey results,in order to promote positive instructional emotions and professional identity among high school English teachers,the following suggestions are proposed:(1)Individual teachers should learn to use effective emotion management strategies and continuously improve their ability to cope with unexpected events.(2)Schools should give high school English teachers more humanistic care,reduce nonteaching workloads,and build a harmonious teacher culture.(3)Education departments should pay attention to the psychological health of high school English teachers and provide them with emotional support.