Emotional Tensions in Teaching: A Comparative Study of Early-Career and Experienced Teacher Educators

Zarabi, Hamed; Amirian, Seyed Mohammad Reza

doi:10.22080/iselt.2025.28965.1093

Emotional Tensions in Teaching: A Comparative Study of Early-Career and Experienced Teacher Educators

Document Type : Original Article

Authors

¹ Ph.D. Candidate of TEFL, Department of English Teaching and Literature, Faculty of Humanities, Hakim Sabzevari University, Sabzevar, Iran.

² Associate Professor, Department of English Teaching and Literature, Faculty of Humanities, Hakim Sabzevari University, Sabzevar, Iran

10.22080/iselt.2025.28965.1093

Abstract

This study investigates emotional tensions experienced by early-career and experienced language teacher educators as they navigate the transition from teaching to teacher education. Drawing on a qualitative research design, data were collected from 12 Iranian teacher educators through semi-structured interviews and narrative frames. This approach allowed for an in-depth exploration of their professional and emotional journeys during this significant career shift. The findings reveal that early-career teacher educators often grapple with self-doubt, the challenge of balancing teaching and research responsibilities, and the difficulty of establishing authority in their new dual roles. On the other hand, experienced teacher educators face distinct challenges, such as adapting to changing educational landscapes, dealing with institutional constraints, and managing leadership and administrative responsibilities. Despite their differences, both groups share common emotional pressures and tensions arising from institutional demands, though the nature and intensity of these struggles vary depending on their career stage. By shedding light on these shared and distinctive emotional challenges, the study contributes to the growing body of research on teacher identity development and the complexities of transitioning into teacher education roles. It highlights the importance of providing targeted support to teacher educators at different career stages, offering practical recommendations to help them manage emotional tensions effectively, adapt to professional demands, and foster long-term growth and resilience in their careers. This research emphasizes the need for institutional initiatives and professional development programs designed to address the unique emotional and professional needs of teacher educators, ensuring their success and well-being in an ever-evolving educational landscape.

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