Teachers’ Identity, Emotions, and Adaptability in Response to a New Socio-Affective Policy: A Case Study in a Chilean Subsidized School

This case study investigates how emotional practices, professional identity, and adaptability shape EFL teachers’ perceptions of a newly implemented school policy promoting emotional intelligence at a subsidized school in Chile. The study is situated within the context of an educational reform in a subsidized school, where teachers are often expected to align with institutional changes that affect their pedagogical and emotional roles. The case focuses on two experienced EFL teachers working at a subsidized school in Quilpué, Chile. Data were collected through three in-depth semi-structured interviews—each centered on one of the study’s core variables: emotions, identity, and adaptability. The content analysis followed Elo and Kyngäs’ (2007) framework to examine how the participants interpreted and responded to the policy shift. Findings reveal that teachers’ perceptions were closely linked to their professional ideologies, emotional responses, and sense of agency. The study highlights the complex relationship between institutional expectations and teachers’ internal processes, emphasizing how power relations, community belonging, and personal values mediate responses to educational reforms. This case emphasizes the importance of considering teachers’ emotional and professional identities when implementing policy changes. It calls for more context-sensitive approaches to reform, particularly in settings where emotional labor and adaptability are central to teachers’ professional self-concept.