scholarly journals The Effect of English as a Foreign Language Teachers’ Optimism and Affectivity on Their Psychological Well-Being

2021 ◽  
Vol 12 ◽  
Author(s):  
Xuena Zhang
Keyword(s):  
Foreign Language ◽  
Physical Health ◽  
Well Being ◽  
Language Teachers ◽  
Positive Thinking ◽  
Foreign Language Teachers ◽  
Psychological Well Being ◽  
Efl Teachers ◽  
Social Principle ◽  
Mental And Physical Health

Psychological well-being is considered a key component for the mental and physical health of individuals that is influenced by various attributive factors. Some of the important attributes that have a constructive and encouraging effect on the improvement and progress of good habits, positive thinking, behavior, and well-being of individuals like teachers are emotions. Educators’ emotions and emotive features have essential roles in educational circumstances as they affect nearly all facets of their occupation. Moreover, optimism as a new concept is changing from the inspection on positive psychology, social principle, and communal school possessions in education. The present review surveyed the role that affectivity and optimism have regarding the psychological well-being of EFL teachers. In brief, the implications for educators, school managers, teacher-trainers, and forthcoming researchers are provided.

scholarly journals Well-being and the Perception of Stress among EFL University Teachers in Saudi Arabia

2021 ◽  
Vol 7 (3) ◽  
pp. 8-22
Author(s):  
Nada A. Alqarni
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Well Being ◽  
Demographic Variables ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Psychological Well Being ◽  
Efl Teachers ◽  
University Level ◽  
The Relationship

Research on language teachers’ psychology has been shown to play a central role in the quality of teaching and student achievement. However, there is little empirical evidence to investigate the relationship between perception of stress, types of stressors, and well-being among foreign language teachers at university levels, particularly in monolingual contexts. The present study seeks to investigate the impact of stress, the number and type of stressors (i.e., chronic and stressful life events), and demographic variables (i.e., age, gender, and the length of teaching experience) on university-level EFL teachers’ levels of well-being. The data were collected through an online survey of 53 university-level EFL teachers in Saudi Arabia. A Pearson correlation was carried out to investigate the relationship between EFL teachers’ well-being, their perception of stress, and number of stressors. A multiple regression analysis was also run to examine if EFL teachers’ levels of stress, number and types of stressors, and demographic variables can predict their psychological well-being. The quantitative findings demonstrated a significant negative relationship between well-being and levels of stress. The findings also showed a significant positive relationship between the EFL teachers’ well-being and their good physical health. The results of the multiple regression indicated that high levels of well-being were predicted by low levels of stress and good physical health. This study, moreover, suggested an advantage for females in terms of psychological well-being among foreign language teachers. The findings also demonstrated that a stressful life with a heavy workload and financial concerns can negatively impact language teachers’ well-being. These findings highlight the importance of considering issues related to teachers’ psychological well-being. In line with these findings, several pedagogical implications were offered.

scholarly journals Chinese English as a Foreign Language Teachers’ Self-Efficacy and Psychological Well-Being as Predictors of Their Work Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiansui Kong
Keyword(s):  
Foreign Language ◽  
Work Engagement ◽  
Self Efficacy ◽  
Well Being ◽  
Language Teachers ◽  
Psychological Well Being ◽  
Psychological Determinants ◽  
Sense Of Efficacy ◽  
Efl Teachers ◽  
Teacher Work

Work engagement is widely acknowledged as an influential element in teachers’ professional success; thus, remarkable attention has been paid to the physical and psychological predictors of this construct. Yet, the antecedents of English as a foreign language (EFL) teachers’ work engagement have rarely been studied. To narrow the existing gap, the current inquiry aimed to delve into the psychological determinants of teacher work engagement by scrutinizing the role of psychological well-being and self-efficacy in Chinese EFL teachers’ engagement. To this end, three close-ended questionnaires were given to 304 Chinese EFL teachers via WeChat messenger. Conducting correlational analyses, positive and substantial relationships were discovered between psychological well-being, self-efficacy, and teaching engagement. The function that psychological well-being and self-efficacy may serve in Chinese EFL teachers’ engagement was also assessed using path analysis. Chinese EFL teachers’ work engagement was found to be considerably affected by their sense of efficacy and well-being. Some pedagogical implications that might be noteworthy for teachers and institutional administrators are finally discussed.

scholarly journals Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 57-72
Author(s):  
Darío Luis Banegas
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teacher Development ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Online Questionnaire ◽  
Efl Teachers ◽  
Research Findings

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.

scholarly journals Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Programme ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Research Publication ◽  
Efl Teachers ◽  
The University ◽  
Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

scholarly journals A Study of Self-development of EFL Teachers in the Universities of Sichuan Province in China

2018 ◽  
Vol 8 (7) ◽  
pp. 766
Author(s):  
Lina Guan
Keyword(s):  
Foreign Language ◽  
English Teachers ◽  
Sichuan Province ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
College English ◽  
Self Development ◽  
Efl Teachers ◽  
Service Training

The quality of foreign language college English teachers will affect the quality of college English teaching. This article investigated 80 college foreign language teachers of SiChuan Province and writer found college English teachers had great pressures. They were eager to get the in-service training and they should be taught how to have self-development. Teachers should co-operate each other and break the isolation among them.

scholarly journals Investigation of the Life Satisfaction Levels of Turkish EFL Teachers in Terms of Several Variables

2021 ◽  
Vol 11 (3) ◽  
pp. 11
Author(s):  
Selma Deneme
Keyword(s):  
Life Satisfaction ◽  
Foreign Language ◽  
Language Teachers ◽  
Survey Method ◽  
Foreign Language Teachers ◽  
Satisfaction Scale ◽  
Female Teachers ◽  
Several Variables ◽  
Efl Teachers ◽  
Life Satisfaction Scale

In the present study, the purpose was to investigate the life satisfaction levels of Turkish EFL (English as a foreign language) teachers in terms of several variables. The general survey method was used in the study. The life satisfaction scale, which was developed by Diener, Emmons, Larsen, and Griffin (1985), adapted into Turkish by Dağlı and Baysal (2016), was used to collect the data in the study. The data were collected through the internet from the teachers who taught English as a foreign language between January and March 2021. The software SPSS 24 version was used for the data analyses along with Spearman Correlation Coefficient, Kruskal-Wallis Test, and Mann Whitney U-Test. According to the results of the study, it was found that the life satisfaction levels increased in favor of female teachers in terms of the gender variable and in favor of married teachers according to the marital status variable; additionally, was found to increase in favor of those who received support from administrators and colleagues when it comes to the support received from administrators and colleagues. In the same way, life satisfaction levels were found to increase as age increased and in favor of those who considered themselves at upper-income level economically.

scholarly journals Teacher Socialization of EFL Teachers at Public School Levels in Central Mexico

2017 ◽  
Vol 19 (1) ◽  
pp. 41 ◽  
Author(s):  
M. Martha Lengeling ◽  
Irasema Mora Pablo ◽  
Blanca Lucía Barrios Gasca
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Identity Formation ◽  
Basic Education ◽  
Language Teachers ◽  
Central Mexico ◽  
Teacher Socialization ◽  
Foreign Language Teachers ◽  
Efl Teachers ◽  
English Program

This study aimed at exploring the processes of teacher socialization and identity formation of nine English as a foreign language teachers at public schools in central Mexico. These teachers began their careers in the National English Program in Basic Education. Qualitative research and narrative inquiry were used as a basis for this research. The data revealed that the teachers’ socialization was somewhat informal in that little was required from them to gain entrance into the program. Once teaching, the participants dealt with challenges in their teaching contexts and the program. From these challenges, the teachers were able to make decisions concerning their future as teachers, forming and imagining their identity.

scholarly journals Positive psychological profiles based on perceived health clustering in patients with cardiovascular disease: a longitudinal study

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e050818
Author(s):  
Rosario Castillo-Mayén ◽  
Bárbara Luque ◽  
Sebastián Jesús Rubio ◽  
Esther Cuadrado ◽  
Tamara Gutiérrez-Domingo ◽  
...  
Keyword(s):  
Cardiovascular Disease ◽  
Longitudinal Study ◽  
Physical Health ◽  
Phase 1 ◽  
Perceived Health ◽  
Well Being ◽  
Psychological Well Being ◽  
Psychological Profiles ◽  
Cardiovascular Patients ◽  
Mental And Physical Health

ObjectivesPsychological well-being and sociodemographic factors have been associated with cardiovascular health. Positive psychological well-being research is limited in the literature; as such, this study aimed to investigate how patients with cardiovascular disease could be classified according to their perceived mental and physical health, and to identify positive psychological profiles based on this classification and test their stability over time.Design and settingLongitudinal study with patients from a public hospital located in Córdoba (Spain).ParticipantsThis study comprised 379 cardiovascular patients (87.3% men) tested at three measurement points.Outcome measuresParticipants reported their sociodemographic variables (age, sex, educational level, employment and socioeconomic status) at phase 1, while their perceived health and variables relating to positive psychological well-being were tested at this and two subsequent time points (average interval time: 9 months).ResultsThe two-step cluster analysis classified participants into three groups according to their mental and physical health levels, p<0.001: high (n=76), moderate (n=113) and low (n=189) perceived health clusters. Low perceived health was the largest cluster, comprising almost half of patients. Clusters significantly differed according to sex, p=0.002, and socioeconomic level, p=0.004. The profile analysis indicated that participants in the high perceived health cluster showed high positive affect, positivity, life satisfaction, and self-efficacy in emotion regulation, and less negative affect and use of passive strategies over the three measurement points (95% CI, all ps<0.01). Moreover, psychological profile stability for each cluster was generally found over an 18-month period, all ps<0.05.ConclusionCardiovascular patients may differ in terms of their perceived health and, accordingly, in terms of other relevant variables. Perceived health clusters generated varying and generally stable psychological profiles based on positive psychological well-being variables. Psychological interventions should be adapted to patients’ requirements.

scholarly journals Using social networking technologies to promote language socialisation: English as foreign language teachers' perceptions in Saudi Arabia

2019 ◽  
Vol 9 (3) ◽  
pp. 122-136
Author(s):  
Khatmah Alanazi ◽  
Celia Thompson
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Social Networking ◽  
Language Learning ◽  
Language Teachers ◽  
Learning Context ◽  
Foreign Language Teachers ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
Networking Technologies

Teachers’ beliefs play a key role in their selection of language teaching methodologies; they affect teachers’ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of ‘language socialisation’ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the potentially important role that SNTs could play in enhancing students’ language learning and socialisation, their lack of first-hand classroom experience with SNTs reflected the fact that there was little access to and training in the use of these technologies. This lack of provision needs to be addressed as a matter of urgency to ensure that Saudi EFL teachers and their students are given an opportunity to engage critically with innovative technologies that may enhance the quality of their pedagogical experiences. Keywords: English as foreign language teachers in higher education in Saudi Arabia, English as a foreign language, language socialisation, social networking technologies

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