Exploring Novice Teachers’ Emotions in Post-Pandemic Digital Classrooms

Abstract

The emotional dimension of teaching is increasingly central in educational research, particularly as novice teachers navigate digital integration in post-pandemic classrooms. While much is known about pedagogical strategies and digital competence, limited attention has been given to how beginning teachers emotionally process these transitions. This study addresses that gap by asking: How do novice teachers experience the emotional complexities of integrating digital technology into post-pandemic face-to-face teaching? Using a descriptive phenomenological approach, this study explores the lived emotional experiences of early-career teachers during their return to physical classrooms. In-depth, semi-structured interviews were conducted with ten novice teachers, and the data were analyzed thematically using NVivo software to extract essential meanings from their narratives. The analysis revealed four key themes: navigating uncertainty, emotional ambivalence, identity construction, and resilience through student engagement. These findings illustrate how emotional experiences shape professional development and the internalization of technological change. The study offers practical insights for teacher education and institutional policy, highlighting emotional resilience as essential to professional growth. These results contribute to a deeper understanding of how teachers adapt to digital transitions and suggest targeted areas for future exploration, such as emotion-centered mentorship and context-specific training modules.