In language learning psychology research the focus has primarily been on the psychology of the language learner. However, a stakeholder that has been somewhat neglected and is pivotal to explore is the teacher. Indeed, Mercer et al. (2016: 215) argue that ‘teacher psychology is equally if not more important than learner psychology’, and some recent publications (e.g. Hiver & Dörnyei, 2017; Kubanyiova, 2012) as well as this book also demonstrate that a teacher-centred approach within the field of ‘psychology of language learning’ merits further attention. A gap in our understanding of language teacher psychology (LTP) concerns a preference for investigating psychological constructs as isolated and decontextualised entities. However, researchers have recently advocated more holistic and situated approaches into psychologies generally (Barcelos, 2015; Mercer, 2014). The study reported in this chapter aims to exemplify how an integrated view might generate helpful insights into LTP.

Research on Language Teacher Psychology

Despite the fact that some areas of LTP have been widely examined, work on other aspects still remains relatively in its infancy. Some of the well-established domains of enquiry in teacher psychology in SLA include cognitions and identity. Various constructs have been examined in these areas, a comprehensive overview of which can be seen in Borg (2006) and Cheung et al. (2015), respectively (see also Mercer & Kostoulas, this volume). However, as Mercer et al. (2016) argue, apart from these notable exceptions, empirical work on LTP is on the whole considerably less developed and has some clear gaps when compared to research on learner psychology. Within psychological research in SLA it is being increasingly recognised that earlier conceptualisations of individuals' psychology may have been rather oversimplified (Dörnyei, 2010). Earlier studies have tended to break down psychological processes into their constituent components and discretely examine specific variables, such as self-efficacy, beliefs and emotions, etc., with a view to studying their impact on teaching (Chacón, 2005; Mousavi, 2007).