Emotionality Among Libyan EFL Instructors: A Thematic Analysis of Emotional Experience, Perception, and Regulation Strategies

Abstract

This study investigates the emotional experiences of Libyan EFL teachers at the University of Tripoli, examining the emotions they experience while teaching, their perceptions of positive emotionality, and their emotion-regulation strategies. Using semi-structured interviews and thematic analysis, the findings reveal a coexistence of positive and negative emotions, largely influenced by student engagement. Positive emotionality was perceived as essential for reducing anxiety, enhancing confidence, and promoting reciprocal teacher–student engagement. Teachers mainly regulated positive emotions through preparation and moderation rather than suppression, while negative emotions required different strategies. The study contributes to research on teacher emotions and highlights implications for EFL teacher training and wellbeing in Libyan higher education