Modeling and Validating Teacher Immunity: Insights from Iranian EFL Educators Using Structural Equation Modeling
Hesam Aldin Samimi
1
(
PhD Candidate, Department of English, Qeshm Branch, Islamic Azad University, Qeshm Iran
)
Fazlolah Samimi
2
(
Department of English, Bandar-Abbas Branch, Islamic Azad University, Bandar-Abbas, Iran
)
Shahram Afraz
3
(
Assistant Professor of TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
)
Keywords: EFL Teaching, Professional Development, Teacher Immunity,
Abstract :
Teacher immunity plays a pivotal role in maintaining resilience and effectiveness in the face of professional challenges. This study investigates the factors influencing teacher immunity among Iranian English as a Foreign Language (EFL) teachers, addressing a critical gap in understanding the mechanisms that promote resilience in educational contexts. Employing a quantitative research design, the study developed and validated a comprehensive model of teacher immunity using Grounded Theory and Structural Equation Modeling (SEM). The sampling strategy involved convenience sampling, recruiting 384 participants from diverse cities across Iran to ensure a wide representation of Iranian EFL teachers’ perspectives. Data collection included a questionnaire designed to assess eight critical components of teacher immunity, such as supportive work environments, professional development opportunities, work-life balance, and autonomy. The data were analyzed using SmartPLS software for SEM and SPSS 26 for descriptive and exploratory analyses. The findings revealed a robust model of teacher immunity, confirmed through rigorous statistical evaluation, including high R² values and good fit indices. Key predictors included job satisfaction, student relationships, and professional development opportunities. These results underscore the need for tailored interventions to support EFL teachers’ resilience and professional growth in diverse educational settings. Future studies should expand on these findings to explore cross-cultural applicability and longitudinal dynamics of teacher immunity.
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