PSYCHOLOGICAL CHALLENGES AMONG PROSPECTIVE ENGLISH LANGUAGE TEACHERS: CAUSES, IMPLICATIONS, AND STRATEGIES FOR PREVENTION

The psychological preparedness of prospective English language teachers is an increasingly important component of teacher education, particularly because foreign language instruction requires sustained communicative engagement, emotional regulation, and confidence in public performance. This article examines the principal psychological challenges experienced by prospective English language teachers, their underlying causes, and their potential implications for professional development and future teaching effectiveness. Particular attention is given to foreign language anxiety, stress and emotional strain, declining motivation, low self-confidence, and communicative barriers. The study is based on a qualitative analysis of relevant psychological, pedagogical, and foreign language education literature, supplemented by comparative analysis and observation-based considerations. The analysis indicates that these psychological challenges are shaped by the interaction of individual characteristics, academic workload, assessment practices, teaching practicum requirements, classroom climate, and perceived social evaluation. The article argues that psychologically supportive learning environments, gradual exposure to public speaking and teaching practice, communicative and collaborative activities, psychological counseling, and structured motivational interventions can contribute to reducing anxiety and strengthening prospective teachers’ professional self-efficacy. The findings highlight the need to integrate psychological preparation systematically into English language teacher education rather than treating it as an auxiliary component of professional training.