Iranian EFL Teachers’ Professional Development, Psychological Well-being and Reflection: A Mixed-methods Design | ||
| جستارهای زبانی | ||
| Article 111, Volume 17, Issue 1 - Serial Number 91, Winter 1405, Pages 307-332 PDF (561.3 K) | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.48311/LRR/lrr.2025.7197 | ||
| Authors | ||
| Maliheh Sattari Qahfarrokhi1; Saeed Ketabi* 2; Farzaneh Dehghan3 | ||
| 1Islamic Azad University, Shah-reza Branch, Isfahan, Iran | ||
| 2University of Isfahan, Isfahan | ||
| 33Assistant Professor, Department of Foreign Languages, Amirkabir University of Technology | ||
| Abstract | ||
| Although reflective teaching and well-being have been promoted as a means to promote teaching quality, there is little empirical evidence to illustrate their impact on enhancing professional development. To fill this existing gap, this study adopts a mixed-methods approach to examine the contribution of reflection and psychological well-being as predictors of professional development. In so doing, 350 English language teachers participated in a survey and follow-up interviews. The correlational analysis confirmed the positive relationship among these three constructs, and a structural equation modelling indicated that both reflection and well-being significantly predicted professional development; however, well-being was a stronger predictor compared to reflection. The qualitative analysis of data revealed four main themes contributing to professional development among teachers. The pedagogical implications are also elaborated and discussed. | ||
| Keywords | ||
| EFL language teachers; professional development; well-being; reflection | ||
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