EFL Teachers’ Conceptualizations of Well-Being: Enhancers and Threats Across Educational Contexts in Iran
This qualitative study utilized a grounded theory approach to examine how Iranian English-as-a-foreign-language (EFL) teachers perceive and navigate their well-being within the diverse contexts of high schools, language institutes, and universities. The primary objective was to identify the fact...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-10-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3698.html |
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| Summary: | This qualitative study utilized a grounded theory approach to examine
how Iranian English-as-a-foreign-language (EFL) teachers perceive and
navigate their well-being within the diverse contexts of high schools,
language institutes, and universities. The primary objective was to
identify the factors that impact and challenge their well-being.
Semistructured interviews were conducted with 31 EFL teachers across
these contexts, and data analysis was carried out iteratively until
saturation was reached. The results highlighted that EFL teachers’ wellbeing is a complex, multifaceted construct influenced by both personal
and contextual factors. While certain factors were common across the
contexts, their manifestations varied depending on the unique demands of
each teaching environment. Additionally, specific contextual factors were
found to either enhance or hinder well-being. The study suggests that
improving EFL teachers’ well-being requires addressing threats and
amplifying positive factors, with pedagogical adjustments tailored to each
context. Future research could benefit from combining various data
collection methods, such as observations, and examining EFL teachers’
well-being across different career stages to explore how perceptions
evolve over time.
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| ISSN: | 2676-5985 |