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Exploring the Factors Triggering Iranian EFL Teachers' Immunity: A Mixed-Method Inquiry | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 4، دوره 9، شماره 2 - شماره پیاپی 18، دی 2021، صفحه 9-33 اصل مقاله (932.25 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2021.27130.1265 | ||
| نویسندگان | ||
| Samira Atefi Boroujeni* 1؛ Mohammad Hassan Tahririan2؛ Katayoon Afzali3 | ||
| 1Ph.D. Candidate in TEFL, English Language Department, Sheikhbahaee University, Baharestan, Iran | ||
| 2Professor of Applied Linguistics, English Language Department, Sheikhbahaee University, Baharestan, Iran | ||
| 3Associate Professor, English Language Department, Sheikhbahaee University, Baharestan, Iran | ||
| چکیده | ||
| It is frequently affirmed that EFL teachers face many stressors at work. While they keep experiencing perturbations that may cause fluctuations in their efficacy, immunity acts as a buffer and allows teachers to carry on performing academically in the classroom and emotionally and psychologically over the course of their careers (Thelen, 2005). The present study adapted a mixed-method design to investigate the distribution of the participants across different immunity types and also the destabilizing events which triggers Iranian EFL teachers' immunity. To fulfill this aim, 204 English teachers from two provinces of Iran (Isfahan and Charmahal Bakhtiari) took part in the study. To collect the data, Language Teacher Immunity Questionnaire (Hiver, 2016), reflective journal, and interview were utilized. The data gathered via questionnaire were subjected to descriptive analysis and cluster analysis while the qualitative data were analyzed through the three-stage coding process of grounded theory. The results of the qualitative analysis led to the identification of three immunity types, namely, productively immunized, maladaptively immunized, and immunocompromised with maladaptively immunized teachers having the highest rate of distribution among the participants. The results of the study further identified 3 categories of educational, organizational, and personal triggers along with 14 subcategories among Iranian EFL teachers. The findings of the study can have implications for teachers, stakeholders, and policy-makers to help teachers foster their immunity against stressors and avoid fatigue and burnout. | ||
| کلیدواژهها | ||
| English teacher immunity؛ immunity distribution؛ immunity triggers؛ Iranian EFL teachers؛ teacher immunity types | ||
| مراجع | ||
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