Teacher Appraisal Systems of Critical Incidents Experienced in Iranian EFL Classroom Context

<p><em>This study sought to solicit, through the Geneva Appraisal Questionnaire (GAQ), Iranian EFL teachers’ emotional experiences and their ensuing control authority practices. In so doing, a total of forty university instructors in Iran were recruited participate by filling instruments, which thirteen returned back. The content analysis data was quantitatively qualitatively done pinpoint frequency occurrences events scour feelings, behaviors, reactions encountered situations. gleaned from both female male teachers this disclosed recalling negative more than positive ones. reservations expectations lack dexterity confront unprecedented behaviors witnessed be main causes experiencing emotions. However, commiseration empathetic teaching styles reported as reasons for feelings. results may have some practical implications suggestions language teacher education.</em></p>