An Idiodynamic Analysis of Language Teacher Boredom in the K-12 Context: A Single Case Study

Emotions play a critical role in language education, as language learning is inherently both a cognitive and affective process. While recent research has increasingly emphasized the impact of emotions—particularly within the framework of positive psychology—on student outcomes, the emotion of boredom remains underexplored, especially compared to constructs such as anxiety or motivation. Notably, most studies addressing boredom in language classrooms have focused on learners rather than teachers, leaving a gap in understanding how teachers experience and manage boredom in real time. This single case study investigates the dynamic nature of teacher boredom in a K-12 English language classroom using an idiodynamic approach. A highly experienced English teacher participated in the study through video-recorded sessions, moment-by-moment boredom ratings, and stimulated recall interviews. The study examined emotional fluctuations at three key stages of a lesson: the beginning, middle, and end. Findings reveal that teacher boredom is context-dependent and fluctuates throughout the lesson. Boredom levels were generally low at the beginning due to the teacher’s anticipation and active role in introducing the lesson. As the teacher shifted to a more passive role—observing student activity—boredom tended to increase. However, when students displayed confusion, disengagement, or disruptive behavior, the teacher’s boredom decreased, prompting more active engagement. Periods of repetitive student responses or prolonged passive observation were associated with rising boredom, while moments requiring instructional intervention or classroom management re-engaged the teacher emotionally. This study underscores the dynamic and responsive nature of teacher boredom, suggesting that real-time classroom interactions, teacher roles, and student behavior shape it. The idiodynamic method offers valuable insights into the fluctuating emotional landscape of teaching, underscoring the centrality of teacher emotions to classroom dynamics and professional development.

Cite this article as: Yetkin, R. (2026). An idiodynamic analysis of language teacher boredom in the K-12 context: A single case study. HAYEF: Journal of Education, 23, 0109, doi:10.5152/hayef.2026.25109.