Abstarct: Teacher identity construction is recognized as foundational to effective pedagogy, yet the role of emotions in shaping this process remains insufficiently explored, particularly among novice English as a Foreign Language (EFL) teachers in under-resourced settings. This thesis investigates the affective identities of Iraqi novice EFL teachers and examines how emotional experiences influence their professional self-construction during the transition from pre-service preparation to full-time classroom practice. Adopting a qualitative narrative inquiry design, the study purposively selects three Iraqi novice EFL teachers with two years or less of teaching experience who are working in public secondary schools. Data are generated through written reflective narratives and semi-structured follow-up interviews and are analyzed using Braun and Clarke's six-phase thematic analysis. The study identifies a trajectory marked by anticipatory idealism, emotional reality shock, professional masking, moments of pride, institutional frustration, and the gradual development of resilience. By centering emotion as a constitutive dimension of identity rather than a peripheral factor, the thesis contributes a culturally grounded understanding of teacher development in the Iraqi context and offers practical implications for emotionally responsive teacher education, mentoring, and induction programs.