References
Acheson, K., Taylor, J., & Luna, K. (2016). The burnout spiral: The emotion labor of five rural US foreign language teachers. The Modern Language Journal, 100(2), 522-537. https://doi.org/10.1111/modl.12333
Aldridge, J. M., Fraser, B. J., & Huang, T. C. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. The Journal of Educational Research, 93(1), 48-62. https://doi.org/10.1080/00220679909597628
Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219. https://doi.org/10.1080/13664530701414720
AUTHOR et al. (2020)
AUTHOR et al. (2021)
Aydin, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21(4), 629-642. https://doi.org/10.46743/2160-3715/2016.2232
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Benesch, S. (2017). Emotions and English language teaching: Exploring teachers’ emotion labor. Routledge. https://doi.org/10.4324/9781315736181
Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford Press.
Burić, I., Slišković, A., & Macuka, I. (2018). A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire. Educational Psychology, 38(3), 325-349. https://doi.org/10.1080/01443410.2017.1382682
Byrne, B. (2012). Structural equation modeling With Mplus. Routledge. https://doi.org/10.4324/9780203807644
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. https://doi.org/10.1016/j.tate.2016.01.001
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
Cowie, N. (2011). Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 235–242. https://doi.org/10.1016/j.tate.2010.08.006
Debreli, E., & Ishanova, I. (2019). Foreign language classroom management: Types of student misbehaviour and strategies adapted by the teachers in handling disruptive behaviour. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1648629
De Costa, P. I., & Li, W., Rawal, H. (2019). Language teacher emotions. In M. A. Peters (ed.), Springer Encyclopedia of teacher education (pp. 1-4). Springer. https://doi.org/10.1007/978-981-13-1179-6_262-1
De Costa, P. I., Rawal, H., & Li, W. (2018). Broadening the second language teacher education agenda: international perspectives on teacher emotions. Chinese Journal of Applied Linguistics, 41(4), 401-409. https://doi.org/10.1515/cjal-2018-0030
Dewaele, J. M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922-945. https://doi.org/10.1177/13621688211014538
Dewaele, J. M., & Wu, A. (2021). Predicting the emotional labor strategies of Chinese English Foreign Language teachers. System. https://doi.org/10.1016/j.system.2021.102660
Dörnyei, Z. (2003). Questionnaire in second language research: Construction, administering, and processing. Routledge.
Elsner, D., & Lohe, V. (Eds.) (2016). Gender and language learning. Research and practice. Narr Francke Attempto.
Ergün, A. L. P., & Dewaele, J. M. (2021). Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian? System. https://doi.org/10.1016/j.system.2021.102506
Esfandiari, R., & Kamali, M. (2016). On the relationship between job satisfaction, teacher burnout, and teacher autonomy. Iranian Journal of Applied Language Studies, 8(2), 73-98.
Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191-1239). Springer. https://doi.org/10.1007/978-1-4020-9041-7_79
Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 1-15. https://doi.org/10.1080/00461520.2021.1985501
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163. https://doi.org/10.1016/j.cedpsych.2016.05.003
Gabryś-Barker, D. (2014). Success: From failure to failure with enthusiasm. Studies in Second Language Learning and Teaching, 4(2), 301-325. https://doi.org/10.14746/ssllt.2014.4.2.7
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. https://doi.org/10.1080/22040552.2015.1113847
Ghasemzadeh, S., Nemati, M., & Fathi, J. (2019). Teacher self-efficacy and reflection as predictors of teacher burnout: An investigation of Iranian English language teachers. Issues in Language Teaching, 8(2), 25-50. https://dx.doi.org/10.22054/ilt.2020.49009.451
Gkonou, C., Dewaele, J. M., & King, J. (Eds.) (2020). The emotional rollercoaster of language teaching. Multilingual Matters. https://doi.org/10.21832/GKONOU8335
Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111. https://doi.org/10.1016/j.tate.2014.01.002
González, A., Fernández, M. V. C., & Paoloni, P. V. (2017). Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance. Journal of Research in Science Teaching, 54(5), 558-585. https://doi.org/10.1002/tea.21377
Hammersley, M. (1997). Qualitative data archiving: some reflections on its prospects and problems. Sociology, 31(1), 131-142. https://doi.org/10.1177/0038038597031001010
Heydarnejad, T., Zareian, G., Ghaniabadi, S., & Adel, S. M. R. (2021). Measuring language teacher emotion regulation: Development and validation of the language teacher emotion regulation inventory at workplace (LTERI). Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.708888
Hodgen, J., & Askew, M. (2007). Emotion, identity and teacher learning: Becoming a primary mathematics teacher. Oxford Review of Education, 33(4), 469-487. https://doi.org/10.1080/03054980701451090
Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers' feelings of foreign language anxiety. Foreign Language Annals, 29(3), 365-372. https://doi.org/10.1111/j.1944-9720.1996.tb01248.x
Horwitz, E. K. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126. https://doi.org/10.1017/S0267190501000071
Horwitz, E. K. (2005). Classroom management for teachers of Japanese and other foreign languages. Foreign Language Annals, 38(1), 56-64. https://doi.org/10.1111/j.1944-9720.2005.tb02453.x
Horwitz, E. K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching. Allyn and Bacon.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Izard, C. E. (1992). Basic emotions, relations among emotions, and emotion-cognition relations. Psychological Review, 99(3), 561–565. https://doi.org/10.1037/0033-295X.99.3.561
Kang, D. M. (2020). An Elementary School EFL Teacher’s Emotional Intelligence and Emotional Labor. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2020.1777867
Karami, H., Mozaffari, F., & Nourzadeh, S. (2021). Examining the psychometric features of the Teacher’s Sense of Efficacy Scale in the English-as-a-foreign-language teaching context. Current Psychology, 40(6), 2680-2697. https://doi.org/10.1007/s12144-019-00203-2
Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? Educational Psychology, 35(1), 93-109. https://doi.org/10.1080/01443410.2014.981510
King, J., & Ng, K.-Y. S. (2018). Teacher emotions and the emotional labour of second language teaching. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 141-157). Multilingual Matters. https://doi.org/10.21832/9781783099467-013
Kirk, B. A., Schutte, N. S., & Hine, D. W. (2008). Development and preliminary validation of an emotional self-efficacy scale. Personality and Individual Differences, 45(5), 432-436. https://doi.org/10.1016/j.paid.2008.06.010
Lee, M., & Van Vlack, S. (2018). Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy. Educational Psychology, 38(5), 669-686. https://doi.org/10.1080/01443410.2017.1399199
Li, H., & Liu, H. (2021). Beginning EFL Teachers' Emotional Labor Strategies in the Chinese Context. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.737746
Machida, T. (2016). Japanese elementary school teachers and English language anxiety. TESOL Journal, 7(1), 40-66. https://doi.org/10.1002/tesj.189
Machida, T., & Walsh, D. J. (2015). Implementing EFL policy reform in elementary schools in Japan: A case study. Current Issues in Language Planning, 16(3), 221-237. https://doi.org/10.1080/14664208.2015.970728
Markee, N. (2017). Are replication studies possible in qualitative second/foreign language classroom research? A call for comparative re-production research. Language Teaching, 50(3), 367-383. https://doi.org/10.1017/S0261444815000099
Martínez Agudo, J. (Ed.) (2018). Emotions in second language teaching: Theory, research and teacher education. Springer. https://doi.org/10.1007/978-3-319-75438-3
Mashhady, H. (2013). Toward an analysis of the bond between emotional intelligence and self-efficacy among EFL teachers. Journal of English Language Teaching and Learning, 5(11), 107-125.
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113. https://doi.org/10.1002/job.4030020205
Meidani, E. N., Pishghadam, R., & Shakeebaee, G. (2021). The role of time perspectives in Language Teachers’ Burnout. Current Psychology, 40(10), 5145-5155. https://doi.org/10.1007/s12144-019-00456-x
Merc, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish preservice EFL teachers. The International Journal of Research in Teacher Education, 6(3), 40-58.
Mierzwa, E. (2019). Foreign language learning and teaching enjoyment: teachers’ perspectives. Journal of Education Culture and Society, 10(2), 170-188. https://doi.org/10.15503/jecs20192.170.188
Mirshojaee, S. B., Sahragard, R., Razmjoo, S. A., & Ahmadi, A. (2019). Iranian Language Teachers’ Passion for the Profession: A Qualitative Study. Journal of Research in Applied Linguistics, 10(2), 44-69.
Moafian, F., & Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in Language Institutes. System, 37(4), 708-718. https://doi.org/10.1016/j.system.2009.09.014
Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL teachers' reflective practices and self-efficacy: Exploring possible relationships. System, 65, 1-14. https://doi.org/10.1016/j.system.2016.12.011
Morris, S., & King, J. (2018). Teacher frustration and emotion regulation in university language teaching. Chinese Journal of Applied Linguistics, 41(4), 433-452. https://doi.org/10.1515/cjal-2018-0032
Moskowitz, S., & Dewaele, J. M. (2021). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching, 15(2), 117-130. https://doi.org/10.1080/17501229.2019.1707205
Nalipay, M. J. N., King, R. B., Frondozo, C. E., & Mordeno, I. G. (2021). Joyful teachers: How enjoyment and psychological empowerment foster teachers’ work engagement. In J. Chen, & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (pp. 111–126). Routledge. https://doi.org/10.4324/9780429353581-8
Nayernia, A., & Babayan, Z. (2019). EFL teacher burnout and self-assessed language proficiency: exploring possible relationships. Language Testing in Asia, 9(1), 1-16. https://doi.org/10.1186/s40468-019-0079-6
Pavlenko, A., & Piller, I. (2008). Language education and gender. In S. May & N. H. Hornberger (Eds.), Encyclopedia of language and education. Volume 1: Language policy and political issues in education. Springer. https://doi.org/10.1007/978-0-387-30424-3_5
Pekrun, R., Goetz, R., & Perry, R. P. (2005). Academic Achievement Emotions Questionnaire (AEQ). User’s manual. Department of Psychology, University of Munich.
Pishghadam, R., Zabihi, R., & Shayesteh, S. (2014). The perception–practicum interface revisited: life-wise language teaching perceptions and teacher burnout. The Asia-Pacific Education Researcher, 23(2), 287-297. https://doi.org/10.1007/s40299-013-0104-y
Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 369-387.
Richards, J. C. (2020). Exploring emotions in language teaching. RELC Journal. https://doi.org/10.1177/0033688220927531
Rostami, S., Ghanizadeh, A., & Ghonsooly, B. (2015). External factors affecting second language motivation: The role of teacher burnout and family influence. Iranian Journal of Applied Linguistics, 18(2), 165-187. https://doi.org/10.18869/acadpub.ijal.18.2.165
Sass, D. A. (2011). Testing measurement invariance and comparing latent factor means within a confirmatory factor analysis framework. Journal of Psychoeducational Assessment, 29(4), 347-363. https://doi.org/10.1177/0734282911406661
Shuman, V., & Scherer, K. R. (2014). Concepts and structures of emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 13-35). Routledge.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0
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. https://doi.org/10.1023/A:1026131715856
Taylor, L. P., & Newberry, M. (2018). Self-Study of a teacher’s practices of and experience with emotion regulation: Being and becoming through reflection and engagement. Studying Teacher Education, 14(3), 296-307. https://doi.org/10.1080/17425964.2018.1541276
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association. https://doi.org/10.1037/10694-000
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tum, D. O. (2015). Foreign language anxiety's forgotten study: The case of the anxious preservice teacher. TESOL Quarterly, 49(4), 627-658. https://doi.org/10.1002/tesq.190
Uzuntiryaki-Kondakci, E., Kirbulut, Z. D., Sarici, E., & Oktay, O. (2020). Emotion regulation as a mediator of the influence of science teacher emotions on teacher efficacy beliefs. Educational Studies, 1-19. https://doi.org/10.1080/03055698.2020.1793300
Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4-70. https://doi.org/10.1177/109442810031002
White, C. J. (2018). The emotional turn in Applied Linguistics and TESOL: Significance, challenges and prospects. In J. Martínez Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (pp. 19-34). Springer. https://doi.org/10.1007/978-3-319-75438-3_2
Yin, H. (2012). Adaptation and validation of the teacher emotional labour strategy scale in China. Educational Psychology, 32(4), 451-465. https://doi.org/10.1080/01443410.2012.674488
Yoo, J., & Carter, D. (2017). Teacher emotion and learning as Praxis: Professional development that matters. Australian Journal of Teacher Education, 42(3), 38-52. https://doi.org/10.14221/ajte.2017v42n3.3
Zumbo, B. D. (2009). Validity as contextualized and pragmatic explanation, and its implications for validation practice. In R. W. Lissitz (Ed.), The concept of validity: Revisions, new directions and applications (pp. 65-82). Information Age Publishing, Inc.