This book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.

This book provides a deeply nuanced understanding of the complexities and choices involved in presenting an emotional public teaching-persona. Morris provides the Language Teacher Emotion Regulation Model (LTERM), with research and conceptual arguments expressed in an engaging, thought provoking and immensely readable way that I found both informative and compelling. * Richard S. Pinner, Sophia University, Japan *
Morris’s book provides the most comprehensive theoretical and empirical treatment of language teacher emotion regulation currently available. Based on a careful qualitative study with tertiary English teachers in Japan, it amply corroborates his claim that emotion regulation is at the heart of nearly every decision that teachers make. Anyone with a stake in language teacher emotions needs to read this book. * Elizabeth R. Miller, University of North Carolina at Charlotte, USA *
In this captivating book, Morris explores teacher emotional struggles, revealing the motives, decisions, and outcomes of emotion regulation. Through an insider’s lens, he examines internal, cultural, and contextual influences on these behaviors. Rooted in a specific context, this study offers transformative insights for teachers, trainers, researchers, and institutions into the critical skill of emotion regulation. * Anna Mystkowska-Wiertelak, University of Wrocław, Poland *

Sam Morris is an Associate Professor in the Centre for Foreign Language Education and Research at Rikkyo University, Japan. His research explores the affective dimensions of language teaching and learning, with a particular focus on language teacher emotion regulation.