İngilizce öğretmenlerinin duygusal deneyimleri, kişilik özelliklerive motivasyon stratejileri kullanımları arasındaki etkileşimin incelenmesi

The present study examined the interplay of English as a foreign language (EFL) teachers' emotional experiences, second or foreign language (L2) teacher grit, and use of motivational strategies in teaching. The objectives were to explore the extent EFL teachers experience shame, guilt, anger, anxiety, boredom, and enjoyment, have grit, and use motivational strategies in teaching; to examine the relationships among EFL teachers' emotions and their L2 teacher grit; to analyze the effects of shame and guilt on EFL teachers' anger, anxiety, boredom and enjoyment; to address the impacts of EFL teachers' emotions on their grit; and to discover the effects of EFL teachers' emotions and grit on their use of motivational strategies. Quantitative data were collected by an online questionnaire from 224 EFL teachers working in Türkiye and analyzed by correlation and multiple regression analyses. Correlation analyses revealed significant relationships between EFL teachers' emotions and grit. Regression analyses indicated that shame positively predicted anger, anxiety, and boredom while it negatively affected enjoyment; guilt positively predicted enjoyment and negatively affected anger, anxiety, and boredom; grit was predicted positively by enjoyment and negatively by anxiety and boredom; and use of motivational strategies were found to be positively influenced by guilt, anger, anxiety, enjoyment, and grit and negatively by shame. Investigating EFL teachers' emotional experiences, grit, and use of motivational strategies, the study aimed to contribute to the understanding of EFL teachers' emotional experiences and their potential outcomes.