Abstract – Effective teaching is undoubtedly appreciated in an educational setting. When maximizing language learning is considered, it is crucially important to consider language teachers. In line with this argument, the present study delve into two important teacher related variables which are influential in the development of teachers’ professional expertise, i.e. teachers' emotions and self-regulation. For this purpose, Emotions Questionnaire for Teachers (EQT) and Teacher Self-Regulation Scale (TSRS) were utilized to gauge teachers' emotions and preferred self-regulatory strategies. 200 English as a foreign language (EFL) teachers from both public high schools (as representative of formal milieus of English teaching) and private language institutes (as representative of informal milieus of English teaching) took part in this study. According to the results, between high school and private language institute teachers, there were statistically significant differences with respect to their emotional experiences and self-regulatory strategies. The findings of the present study may redound to the benefit of teacher educators, administrators, po licy makers, and teacher training courses (TTC).

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