modeling the interplay among efl teachers’ emotion regulation, work motivation, and teaching style preferences

The construct of language teacher emotion regulation allowing language teachers manage their emotional experiences at the workplace. however, scant research attention has been given to the language teacher emotion regulation and its associations with teacher related constructs, especially in english as a foreign language (efl) contexts. thus, this study aimed to investigate the association between teacher emotion regulation, work motivation, and teaching style of efl teachers in the iranian context. in so doing, the language teacher emotion regulation inventory (lteri), multidimensional work motivation scale (mwms), and grasha’s teaching style inventory (tsi) were administered to 275 iranian efl teachers. to gauge their causal relationships, a path analysis was employed. based on the findings, the significant effects of teacher emotion regulation on their motivation were determined. furthermore, it was revealed that teachers who can manage their emotions better tend to implement learner-centered styles (namely, facilitator and delegator). the implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators, and language teachers.