Right mix of chalk and emotions: Impact of emotions of nonnative English-language teachers on pedagogical practices

• Fei Qin

  School of Foreign Languages, Liaocheng University, People's Republic of China, and Faculty of Education, University of Windsor

• Liang Zhao

  School of International Education, Hunan University of Medicine

• Yongyan Ye

  College of Liberal Arts and Communication, De La Salle University

We explored the impact of the emotions of nonnative English-language teachers on their pedagogical practices, accounting for the mediating role of emotional intelligence. We used a quantitative research method and collected data from 134 nonnative English-language teachers working at 16 educational institutes in China. The hypotheses were tested by analyzing all data using SmartPLS software. The results indicated that nonnative English-language teachers’ emotions had a significant impact on their pedagogical practices, with emotional intelligence mediating this relationship. The study findings have implications for teacher education programs, which should focus on developing emotional intelligence skills among teachers to enhance their pedagogical practices. Further, targeted professional development programs will help teachers to manage their emotions and improve their teaching effectiveness.

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