EFL Teachers’ Emotions: The Driving Force of Sustainable Professional Development

Karagianni, Evangelia; Papaefthymiou-Lytra, Sophia

doi:10.1007/978-3-319-75438-3_21

Cited by 6 publications

(4 citation statements)

References 26 publications

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“…This confirmed that the teachers' relationships with their colleagues were often a source of satisfaction, especially when there was emotional warmth based on friendship, respect, and collegiality (Cowie, 2011;Karagianni and Papaefthymiou-Lytra, 2018).…”

Section: Interactions With Colleaguessupporting

confidence: 52%

An ecological examination of teacher emotions in an EFL context

Han,

Wei,

Wang

2023

Front. Psychol.

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Guided by a revised version of Cross and Hong’s framework based on Bronfenbrenner’s ecological system theory, the present study adopted a mixed-methods approach to explore teacher emotions in an EFL context. It aims to better understand teacher emotions and the influencing factors of these emotions in the microsystem, mesosystem, exosystem, and macrosystem of the above-mentioned framework. A total of 109 university EFL teachers completed an online questionnaire survey, and seven of them participated in the follow-up semi-structured interviews. The quantitative analysis of the questionnaire data revealed that the participants demonstrated different levels of the five focal emotions (joy, love, anger, fear, and sadness), and joy was the most frequently experienced emotion. Results also suggested that interactions with students, colleagues, leaders and family (from the microsystem), struggle with work-family balance (from the mesosystem), the performance evaluation system (from the exosystem) and the curriculum reform (from the macrosystem) emerged as important influencing factors of teacher emotions. Implications were discussed, and suggestions concerning emotion regulation were offered to EFL teachers working in tertiary institutions within China and similar contexts.

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Section: Interactions With Colleaguessupporting

confidence: 52%

An ecological examination of teacher emotions in an EFL context

Han,

Wei,

Wang

2023

Front. Psychol.

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“…Concerning the contextual protective factors, scholars argue that a robust, caring, open, and efficient leadership style and rapport with peers and colleagues are the most prevalent factors (Karagianni and Papaefthymiou-Lytra, 2018). Considering contextual risk factors, it has been purported that ineffective class management, unsupportive leadership, dearth of resources, and weak rapport are the most obstinate sources which endanger teachers' resilience (Gibbs and Miller, 2014;Stavraki and Karagianni, 2020).…”

Section: Factors Affecting Teacher Resiliencementioning

confidence: 99%

EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review

Zhang

2021

Front. Psychol.

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Teachers’ emotions and inner states play a crucial role in academia as they affect almost all aspects of their job. Language teaching as a stressful and tense profession is full of adversities and traumatic experiences, mandating teachers to be psychologically tough aside from their pedagogical readiness. In tune with this, the current study provides an overview of this area of research drawing on positive psychology and four fresh constructs, namely, resilience, buoyancy, care, and students’ engagement. More particularly, this review article presents the definitions, conceptualizations, dimensions, cognate terms, and influential factors related to each construct. Next, related empirical studies are reviewed to justify the results and position the current article in the body of knowledge in this domain. Finally, implications, gaps, and recommendations for future research are presented.

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“…Building communities of practice in the form of small informal peer discussion groups (Karagianni, 2014;Karagianni & Papaefthymiou-Lytra, 2018) or in larger more formal ones (Karavas & Papadopoulou, 2014), in which EFL teachers can communicate their experiences, thoughts, and feelings either synchronously or asynchronously, could strengthen teacher resilience and contribute to their personal and professional wellbeing (Etherington et al, 2020).…”

Section: Suggestions For Further Researchmentioning

confidence: 99%

Exploring Greek EFL Teachers’ Resilience

Stavraki

Karagianni

2020

JPLL

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This paper explores the resilience exhibited by 169 Greek English as a Foreign Language (EFL) teachers. A quantitative approach was employed to examine Greek EFL teachers’ resilience in relation to demographic, occupational and school/class characteristics. Data were collected by means of the Teacher Resilience Scale (Daniilidou & Platsidou, 2018). The demographic, occupational and school/class characteristics of the participants were related to a number of specific facets of resilience including social skills, peer support, and persistence among others. The results in the majority of the parameters examined suggests that EFL teachers’ resilience is not affected by demographic, occupational and school/class characteristics. We suggest that the findings of this research can be used to inform the development of targeted interventions towards sustaining and building up EFL teachers’ resilience.

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EFL Teachers’ Emotions: The Driving Force of Sustainable Professional Development

Cited by 6 publications

References 26 publications

An ecological examination of teacher emotions in an EFL context

An ecological examination of teacher emotions in an EFL context

EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review

Exploring Greek EFL Teachers’ Resilience

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