Identity Tension and Emotion Regulation: A case study of Chinese novice EFL teachers

Abstract This study explores Chinese novice EFL teachers’ identity tensions and their emotion regulation strategies in navigating these tensions. By interviewing six EFL teachers from Chinese primary and secondary schools, three types of identity tensions are first pinpointed. Participants’ imagined identities — such as being key teachers in main subjects, collaborators with parents and focused English teachers — significantly conflict with the practiced identities as marginalised teachers, sole educators and constrained subordinate workers. Additionally, by applying Gross’ framework of emotion regulation, the research identifies four interrelated strategies that teachers employ to tackle emotional challenges. The study broadens the understanding of EFL teachers’ professional identity development, highlighting the dynamic relationship between identity formation and emotion regulation.