Abstract

This study endeavors to provide a rigorous and scholarly literature review, delving into the multifaceted emotional dimensions inherent in the vocation of teaching. It employs a holistic perspective on emotions, encapsulating the intricate interplay of affective elements, and subsequently undertakes a comprehensive analysis of existing academic works about the spectrum of emotions experienced by teachers, encompassing both positive and negative affect. Moreover, this review meticulously dissects the substantial impact that teachers' emotions exert on their cognitive processes, motivational constructs, pedagogical practices, and their influence on the educational outcomes of their students. The paper posits four critical domains warranting future scholarly exploration: the nuanced aspects of classroom management and discipline, the intricacies surrounding the adoption and efficacious implementation of diverse teaching strategies, the evolution of the teacher's professional identity and expertise, and the multifaceted determinants underpinning teacher motivation. The execution of this review is underpinned by an exhaustive scrutiny of a diverse array of academic sources, encompassing disciplines such as educational psychology, social and personality psychology, educational sociology, and specialized research concerning the teaching profession.

Keywords: Emotions, Teaching strategies, Motivation, Education, Teacher-Student dynamics