Arab World English Journal (AWEJ) Volume 11. Number3  September 2020                                          Pp. 385-397

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Saudi EFL Teacher Professional Identity and Emotions: Emotions Regulation Perspective

Mohammed S. AlHarbi
English Language Institute
King Abdul-Aziz University Jeddah, Kingdom of Saudi Arabia

Hussain Ahmad
English Language Institute
King Abdul-Aziz University Jeddah, Kingdom of Saudi Arabia




Research has shown that a strong teacher professional identity is an integral part of teaching as well as learning processes. Unlike the traditional view of who teachers are, nowadays conceptualization considers teachers not only as reservoirs of knowledge but individuals that inspire other individuals in unique ways. Teacher professional identity exhibits teachers’ beliefs, emotions, and teaching philosophies. Among other aspects, teacher emotions are a strong indicator of teacher professional identity; therefore, unless teachers are better equipped with cognitive strategies to regulate their emotions and are more emotionally intelligent, achieving their teaching and non-teaching goals will remain a forlorn dream.  The current paper encapsulated various aspects of teacher emotions and emotion regulation models and has sought to answer the following overarching research question: How do emotions influence teacher professional identity and how do Saudi EFL teachers regulate their emotions? Hence, the factors that lead to Saudi English as a foreign language (EFL) teachers’ emotional arousal and disturbances have been critically summarized. Finally, the applications of emotion regulation models in the Saudi EFL context have been highlighted. The theoretical conceptualizations presented in this paper have implications for EFL teachers, teacher trainers, and professional development specialists.
Keywords:  Emotion regulations, Saudi EFL context, teacher emotions, teacher professional identity

Cite as: AlHarbi, M.S. , & Ahmad, H. (2020). Saudi EFL Teacher Professional Identity and Emotions: Emotions Regulation Perspective. Arab World English Journal11 (3) 285-397 .


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Dr. Mohammed AlHarbi is an assistant professor of TESOL at the English Language Institute,
King Abdul-Aziz University, Jeddah, Saudi Arabia. He was awarded his PhD degree in 2017 in
TESOL from the University of Glasgow, United Kingdom. His research and teaching interests
revolve around English language teaching approaches and communicative interaction in the EFL