Document Type : Research Paper
Authors
1 PhD in Applied Linguistics (TEFL); Visiting Lecture, Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
2 1) Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran 2) Department of General Courses, Gonabad University of Medical Sciences, Gonabad, Iran
3 Department of Teaching English and Linguistics, Faculty of Literature and Humanities, University of Ayatollah Ozma Borujerdi, Borujerd City, Iran
Abstract
The importance of studying teachers' professional well-being has increased greatly in recent years. However, researchers have not paid enough attention to how teachers' levels of immunity, buoyancy, and emotion regulation (ER) in the classroom all play a role in shaping teachers’ L2 grit and mindfulness. This research seeks to address this gap in the literature by presenting a model of the dynamic interaction of teacher immunity (TI), teacher buoyancy (TB), teacher emotion regulation (TER), L2 grit, and teacher mindfulness (TM). To gather this information, 519 English as a foreign language (EFL) teachers were given surveys measuring their levels of mindfulness in the classroom using the language teacher immunity instrument (LTII), teacher buoyancy scale (TBS), Teacher Emotion Regulation Inventory (LTERI), the L2-teacher grit scale (L2TGS), and Mindfulness in Teaching Scale (MTS). Confirmatory factor analysis (CFA) and structural equation modeling (SEM) results indicated that EFL instructors who achieved a healthy state of immunity (TI), TER, L2 grit had higher levels of L2 grit, and TM. The research winds down with implications and future directions for relevant stakeholders to improve their understanding of the relationship between TI, TB, TER, L2 grit, and TM interactions and their potential to provide favorable educational results for EFL learners.
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