This thesis is an autoethnography which explores the relationship between the emotions and teaching practices of a novice language teacher throughout one semester of teaching. It addresses two questions: (a) What emotions related to teaching were experienced throughout that semester? and (b) How did those emotions affect their teaching practices? Reflective journaling was practiced to document emotions experienced throughout the semester. An analysis of reflective journal entries revealed five emotions that affected the instructor's teaching practices: fear, guilt, shame, exhaustion, and joy. These five emotions were found to affect the instructor's teaching practices in a variety of ways, with some effects being more positive or negative than others. The refined model of teacher emotion (Chen, 2021) is used to describe the antecedents and consequences of each emotion.
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