Evolving Attitudes And Emotional Dynamics Of Future English Teachers Throughout The Teaching Process

International Journal of Pedagogics

363

https://theusajournals.com/index.php/ijp

VOLUME

Vol.05 Issue06 2025

PAGE NO.

363-365

DOI

10.37547/ijp/Volume05Issue06-95

Evolving Attitudes And Emotional Dynamics Of Future English
Teachers Throughout The Teaching Process

Shabonova Shakhnoza Bakhriddinovna

Doctoral student, Bukhara State Pedagogical Institute, Uzbekistan

Received:

15 April 2025;

Accepted:

29 May 2025;

Published:

27 June 2025

Abstract:

This research deals with changes of the attitudes and emotions of future English teachers during

instructional delivery. Teacher trainees experience a mixture of emotions with varying degrees of difficulty and
growth opportunities during the different phases of their training. This study analyzes how those changes impact
teaching style, teaching self-efficacy, and overall perception towards the profession. Data was collected over one
semester from a cohort of 50 student-teachers using questionnaires and journaling. The analysis reveals that with
experience, apprehension and self-doubt may set in, but a more positive and self-assured teaching identity also
emerges. These shifts are critical for the development of resilient and successful educators.

Keywords:

Mood changes, attitudes, future teachers, English education, teacher training, teacher development.

Introduction:

One of the most recent and the most

complicated aspects of fostering well-being and
enabling effective teaching is the understanding of the
emotional ups and downs EFL teachers undergo during
their lessons. Drawing on the div of research on
teacher thought, emotional management, and the
impact of specific teaching styles, this response aims to
address some issues concerning the numerous factors
that bring about changes in feelings.

Teaching English is no exception in the world of
teaching. The pre-

service English teachers’ professional

attitudes and general outlook on life will most probably
affect their didactic communication with the learners.
The complexity of becoming a teacher includes
anticipating, being excited, getting annoyed, feeling
insecure, and coming to a sense of mastery. Teacher
educators need to provide purposefully planned
experiences that set of emotions in order to develop
appropriate responsiveness to the complex nature of
the profession [2].

The intended outcome is to document the emotional
states and attitudes of prospective English language
teachers during the working day and consider the
impact this will have on their professional
development, based on the feedback gathered. This

research intends to contribute to educators’

scholarship with regard to teacher training and the
formation of teaching identity by discovering the

phases of emotions and psychology embarked on by a
would-be teacher.

LITERATURE REVIEW

Multiple studies have analyzed the emotional aspects
of student-teachers and how their perceptions of
teaching change over time. As noted by Bullough
(1997),

student-teachers

tend

to

have

and

“honeymoon” phase at the onset of their training,

which is filled with energy and idealism. This phase gets

followed by an “unpacking” phase where reality hits

the teacher, adjusting to classroom control, learner
behavior, and meticulous lesson planning (Beauchamp
& Thomas, 2009).

Within the context of English language teaching,
Johnson (2009) notes that many future language
teachers experience crippling self-doubt when faced
with the expectations accompanying their roles. Lack of
confidence is something very real, especially when
teachers have to perform in front of their colleagues

and mentors. On the other hand, Kagan’s (1992)

research underlined that eventually student teachers
come to have more confidence and clearer personal
understanding of their professional identity, which
enables them to make sense of these emotional highs
and lows.

The influence of feedback and mentoring has proven to
play a positive role in the emotional well-being of the
teacher candidates. Mentorship enables student

International Journal of Pedagogics

364

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International Journal of Pedagogics (ISSN: 2771-2281)

teachers to reflect upon their experiences, and through
guidance and reassurance from their mentors
(Ingersoll, 2001), students are able to reclaim their lost
confidence. This process contributes significantly to
mood stabilization and the eventual development of a
more positive attitude toward teaching

METHODS

For this study, the research design was a mixed-method
approach that integrated qualitative and quantitative
data. The study took place over one semester with a
group of 50 prospective English teachers who were part
of a teacher training program. Data collection was
conducted through three main avenues:

Social and Emotional Learning (SEL) Interventions. SEL
interventions from teacher education programs are
important for supporting emotional stability. SEL is a
collection of skills that can be taught

—

including self-

awareness, self-management, social awareness,
relationship skills, and responsible decision-making. 6
Through the explicit training of these SEL skills in
preservice teachers, teacher education programs can
give them the skills to deal with the various emotional
stresses and difficulties that are part of being a teacher

in today’s classroom [15]. The study in [15] illustrated

how SEL can be used successfully at the higher
education level with positive impacts on student
engagement and academic achievement for higher
educational institutions. Similar results were obtained
in research conducted on preschoolers in that shows
the value and impact of SEL interventions on empathy
and prosocial behavior in preschoolers, which can be
transferred to the teacher-student relationship at any
grade level. Several strategies for implementing SEL
include workshops, classroom activities, peer
mentoring, and school-based intervention programs.

Trauma-Informed Approaches The trauma-informed
approach to teacher education recognises that trauma
affects both teachers and students. In many cases,
teacher training programs have had previous

experiences of trauma, which can impact the teacher’s

emotional and behavioural stability and classroom
practice. In addition, many schools will also have
schools of students coming into their schools with prior
trauma experiences, which may be replicated in
classroom practice by these students. Trauma-
informed teacher education programs include
interventions for teachers to recognize the signs of
trauma within teachers as well as students, as well as
for teachers to develop practices that will enable them
to provide a trauma-sensitive classroom environment,
as well as supports in the classroom for teachers that
may be suffering from their own trauma. When taken
into account, trauma-informed teacher education

programs may lead to: By including a trauma-informed
perspective in teacher training programs, future
teachers may be able to build stronger relationships
with their students, creating more effective and
supportive learning environments.

Mindfulness and Meditation Practices. Mindfulness
and meditation have been shown to promote
emotional regulation and resilience [7] Self-awareness
is also improved with practice of mindfulness and
meditation, which challenges us to pay attention to the
present moment without judgement; for example by
regularly practicing mindfulness you can increase your
ability to be aware of your own emotional states
without getting so consumed by them, which can lead
to feeling calm and relaxed even when you are under
pressure The incorporation of mindfulness techniques
into teacher training will give teachers strategies to
manage stress, better understand themselves and
promote emotional well-being. Factors influencing
mood and attitudes. These are some of the interrelated
explanatory variables that account for the dynamically
varying attitudes and mood of English teacher trainees
during the lesson.

RESULTS AND DISCUSSION

The surveys and reflective journals painted a vivid
picture of how the future teachers' moods and
attitudes evolved over the semester. At the start of the
program, there was a palpable buzz of enthusiasm and
optimism, with a whopping 80% of participants feeling

“excited” or “very excited” about their teaching

journeys. But as the semester progressed, those
feelings took a hit. Anxiety crept in as they faced the
realities of lesson planning, managing student
behavior, and catering to diverse learning needs. Many
shared that they felt overwhelmed, with several
expressing self-doubt and frustration in their reflective
journals. Despite these hurdles, most participants
found their footing over time, reporting a boost in
confidence and self-efficacy. By the semester's end,

75% described their attitude toward teaching as “more
positive” or “much more positive” compared to when

they first started. They highlighted how feedback from
mentors and collaboration with peers were game-
changers in building their confidence. A stronger sense
of professional identity began to take shape, with
participants increasingly seeing teaching as a fulfilling,
long-term career rather than just a series of short-term
challenges.

CONCLUSION

This study shines a light on the emotional journey that
future English teachers go through during their
training. They start off filled with excitement and
optimism, but as time goes on, they often face self-

International Journal of Pedagogics

365

https://theusajournals.com/index.php/ijp

International Journal of Pedagogics (ISSN: 2771-2281)

doubt and anxiety. These ups and downs are a natural
part of becoming a teacher. The research highlights
how important mentorship, constructive feedback, and
reflective practices are in helping these aspiring
educators tackle their emotional hurdles and foster a
positive outlook on teaching. By the end of their
training, many participants showed a newfound
confidence and resilience, along with a clearer sense of
their professional identity. For teacher education
programs, this research emphasizes the need to offer
emotional support, chances for reflection, and a strong
community to help student-teachers navigate the
emotional rollercoaster of their journey. Future
research could delve deeper into how these emotional
shifts impact teachers' careers and their effectiveness
in the classroom over the long haul.

REFERENCES

Beauchamp, C., & Thomas, L. (2009). Understanding
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Teacher Education Quarterly, 36(3), 1-16.

Bullough, R. V. (1997). Becoming a teacher: The process
of role construction. Teaching and Teacher Education,
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Ingersoll, R. M. (2001). Teacher turnover and teacher
shortages: An organizational analysis. American
Educational Research Journal, 38(3), 499-534.

Johnson, S. M. (2009). The influence of mentoring on
teacher development: A review of the literature.
Review of Educational Research, 79(4), 1064-1089.

Kagan, D. M. (1992). Professional growth among
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