Exploring Iranian EFL Teachers’ Professional Immunity, Psychological Well-Being, and Work Engagement: A Qualitative Study
الموضوعات : Journal of Teaching English Language Studies
Lida Foroozandehfar
1
,
Hamed Barjesteh
2
,
Neda Fatehi Rad
3
1 - Department of English Language, Am.C., Islamic Azad University, Amol, Iran
2 - Department of English Language, Am.C., Islamic Azad University, Amol, Iran
3 - Department of English Language, Ke.C., Islamic Azad University, Kerman, Iran
الکلمات المفتاحية: EFL teacher, professional immunity, psychological well-being, work engagement, qualitative research,
ملخص المقالة :
This study examines the relationship between professional immunity, psychological well-being (PWB), and work engagement among Iranian EFL teachers. Although teaching skills and instructional competence have been widely emphasized in previous research, the emotional and psychological dimensions of teachers’ professional experiences have received less attention, particularly in qualitative studies in the Iranian EFL context. The aim of this research is to explore teachers lived experiences of professional immunity and its association with psychological well-being and engagement at work. A qualitative approach was adopted, and in-depth interviews were conducted with twelve EFL teachers from Karaj and Amol. Data analysis revealed three interconnected themes: the development of professional immunity through reflective practice, adaptive strategies, and emotional regulation; the supportive role of psychological well-being in maintaining positive emotions and enhancing motivation; and the complementary influence of professional immunity and PWB on work engagement. The findings indicate that professional immunity acts as a protective mechanism against workplace stress, while psychological well-being strengthens emotional resilience. Together, these factors promote higher levels of work engagement. The study underscores the importance of addressing emotional and psychological support, reflective practice, and immunity-building strategies in teacher education and institutional practices.
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