Psychologically distressed EFL teachers’ coping strategies, teaching enjoyment and wellbeing: A positive psychology mixed-methods study | ||
| جستارهای زبانی | ||
| Articles in Press, Accepted Manuscript, Available Online from 13 July 2025 | ||
| Document Type: مقالات علمی پژوهشی | ||
| DOI: 10.48311/lrr.2025.7113 | ||
| Authors | ||
| Soheila Esmaeilee* 1; Jaleh Hassaskhah2 | ||
| 1University of Guilan, Rasht, Guilan Iran | ||
| 2Department of English Language and Literature, University of Guilan, Guilan, Iran | ||
| Abstract | ||
| The present mixed-methods study aimed to provide the preliminary profile of Iranian EFL teachers’ Psychological Distress, Foreign Language Teaching Enjoyment, and wellbeing. In this vein, 243 Iranian EFL teachers aged between 20 to 51 were recruited from four provinces and were asked to reflect and respond the questionnaires. The results of the Pearson Correlation signaled a significant negative relatedness of Psychological Distress with the other two variables which were significantly and positively associated. Building upon the quantitative results, we further explored the coping strategies with which the teachers would alter and allay the negativity of Psychological Distress in their daily life and teaching experience. The qualitative results of the interview obtained from 40 teachers showed that they use self-related, and others-related strategies to cope with their distressful feelings. The findings of the present study would be useful for teachers and teacher educators by giving them an eagle eye towards teachers’ negative feelings and the ways by which they can handle unpleasant feelings and move toward wellbeing. | ||
| Keywords | ||
| Foreign language teaching enjoyment; language emotions; positive psychology; psychological distress; wellbeing | ||
| References | ||
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