In recent decades, the dimension of emotions in teacher identity formation has gained increased scholarly attention, underscoring the significance of emotional experiences in shaping the process of identity development (Uitto et al., 2015). The Control-Value Theory, rooted in achievement emotions, has emerged as a prominent theoretical framework within this context (Pekrun, 2006; Pekrun & Perry, 2015). According to this theory, teacher identity, particularly within the classroom context, is intricately linked to an individual's values, perceived control over events, and the emotions elicited or experienced in response to those events. The classroom, as a dynamic and emotionally charged setting, serves as a crucible for the amalgamation of these factors. Positive emotions, such as joy and pride, reinforce a teacher's sense of efficacy and alignment with professional values, contributing to a positive teacher identity. Conversely, negative emotions, such as frustration or disappointment, can pose challenges to identity development, potentially leading to feelings of inadequacy or questioning of professional worth. Burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment, is a critical factor influencing teachers' emotional experiences and, consequently, their identity formation (Maslach & Leiter, 2016). Burnout often results from prolonged exposure to chronic workplace stressors, impacting teachers' emotional responses and overall professional identity. Teachers facing burnout may perceive a diminished control over their work environment, a misalignment with their values, and a cycle of negative emotions that exacerbate burnout. This synthesis of emotional experiences, values, and perceived control, coupled with the inclusion of burnout, highlights the complexity of teacher identity formation. The Control-Value Theory provides a robust framework for comprehending the interconnectedness of these factors. Furthermore, the incorporation of burnout underscores the practical challenges educators encounter, emphasizing the necessity for comprehensive strategies to support teachers' emotional well-being and foster a positive professional identity.

Study Goal

This study aims to investigate the working reality and the role of teachers in Kosovo, with a particular focus on the challenges associated with the implementation of the curriculum reform and the broader professional reform within the teaching profession in Kosovo, viewed through the lens of the social domain. For reference, the revised Kosovo curriculum for pre-university education has transitioned from a traditional emphasis on knowledge acquisition to a more contemporary approach centered around competence-based teaching and learning. This shift, as highlighted by Perolli-Shehu (2019), underscores the importance of focusing on the competencies essential for students' success in various aspects of life. Saqipi (2019) contends that the current training of teachers lacks adequate preparation for them to perform professionally as required. Specifically, teachers receive training in the techno-rational approach and the implementation of narrow curricula, but insufficient attention is given to supporting children in developing the competencies outlined in the Curriculum Framework.

Consequently, the objective of the actual study is to comprehend the emotions experienced by teachers during the implementation of curricular reforms and the burnout they may undergo. We seek to delve into the nuanced aspects of teachers' experiences, shedding light on the emotional dimensions during the reform processes and exploring the implications of burnout within this context. Through this exploration, we aim to contribute to a comprehensive understanding of the socio-professional landscape of education in Kosovo and provide insights that can inform future educational policies and support mechanisms for teachers in the region.

Methods This study will adopt a mixed-methods approach, employing a comprehensive set of instruments to delve into the multifaceted aspects of teacher experiences during the implementation of curriculum reforms in Kosovo. The research will engage with a representative sample of 400 teachers through a survey designed to capture key constructs, including personal and professional background, comprehension of the curriculum and its underlying philosophy, teachers' firsthand experiences in implementing curriculum reforms, and the social-emotional factors such as emotions and burnout that significantly influence or impede their work. The instruments selected for data collection are diverse and tailored to capture the intricacies of teachers' experiences: ● Perception of Curriculum Understanding. Self-reporting questions have been carefully crafted to gauge teachers' perceptions regarding their understanding of the curriculum. ● Emotional Assessment. Two instruments will be utilized - PANAS (Watson et al., 1988), comprising 40 questions to assess positive and negative affect, and the Teachers Emotions Scale (Frenzel et al., 2016; Musliu & Frenzel, 2023), featuring 12 questions to evaluate teachers' emotions in specific situations. ● Burnout Assessment. The Maslach Burnout Inventory (Maslach et al., 1997; Musliu & Frenzel, 2023) will be employed to evaluate teachers' professional burnout within the context of curriculum reforms. This questionnaire provides a comprehensive insight into the emotional well-being of educators amid reformative processes. In tandem with the quantitative survey, the qualitative facet - interviews with 70 teachers - of the project aims to explore in-depth aspects of teachers' emotional experiences and perceptions during the implementation of curricular reforms. Several constructs have been identified for inclusion in achieving the qualitative objectives, encompassing (1) emotions arising during the implementation of curricula, (2) challenges encountered in executing curriculum changes, (3) perceptions shaping the understanding of curriculum changes, and (4) the approach of teachers within the classroom.

Conclusions, Expected Outcomes or Findings This study explores the interplay between emotions and burnout in shaping teacher identity, specifically within Kosovo's curriculum reforms. The Control-Value Theory serves as a robust framework for understanding classroom dynamics, with a focus on burnout as a critical factor impacting professional identity. The research involves 400 teachers, using a mixed-methods approach to assess curriculum understanding, emotional experiences, and burnout. Self-reporting questions aim to reveal teachers' alignment with the reformed curriculum. PANAS and the Teachers Emotions Scale offer nuanced insights into emotional experiences during reform implementation. Positive and negative affect assessments provide a holistic view of teachers' emotional landscape.The Maslach Burnout Inventory assesses burnout's extent, correlating it with emotional well-being amid reforms. Interviews with 70 teachers add depth, uncovering emotional dimensions and perceptions during curriculum changes. This study aims to contribute to a comprehensive understanding of education in Kosovo, informing future policies with a focus on teachers' emotional well-being and burnout concerns.

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