近年来，中国高校引进西班牙语、法语、俄语、阿拉伯语等非英语教师承担公共外语教学，以培养多语种人才服务“一带一路”。外语教学是一种情绪性实践，教师情绪在身份建构与职业发展中作用突出。作为LOTE（Languages Other Than English）教师群体，大学西班牙语教师面临区别于英语教师的挑战。本文以不同高校西班牙语教师为例，采用Q方法与访谈，分析其积极与消极情绪的特征及影响因素，并探讨情绪与身份认同的关系。结果表明，女性教师更易产生“年龄与婚育焦虑”和“工作生活平衡压力”；男女教师共有的情绪类型为“教学激情与成就感”“职业发展焦虑”与“边缘化沮丧”。研究提出提升教师身份认同与情绪韧性的建议，强调高校应关注情绪健康，营造支持性学术环境。

西班牙语教师；情绪；身份认同；Q方法；职业发展

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