English Teachers’ Emotions In Teaching Visually - Impaired Students (VIS)

Abstract

This study aimed to explore the emotions experienced by English teachers when teaching visually impaired students at senior high schools in Bantul, Yogyakarta. This study uses a qualitative research design, data collection was conducted through interviews with two high school English teachers, and data analysis was conducted using thematic analysis. The findings suggest that teachers experience a variety of emotions, both positive and negative, throughout the teaching and learning process. Based on Chen’s (2016) framework, emotions such as joy, love, sadness and fear were identified among the participants. Teachers expressed joy when they saw their students' motivation and enthusiasm for learning, as well as when they received parental support. Sadness emerged from the lack of systemic attention and support for disabled studentsin Indonesia. Fear was experienced differently by each teacher, ranging from concerns about teaching in a new inclusive environment to worries about the future of visually impaired students after graduation.