Understanding EFL teachers’ wellbeing: An activity theoretic perspective

Abstract

Teaching, as a physically, emotionally, and socially demanding profession, subjects teachers to multiple sources of stress and challenge, jeopardizing their wellbeing and adversely affecting their performance in turn. English language teaching is no exception to this unwelcome trend. The study of the factors affecting English as a foreign language (EFL) teachers’ perceived wellbeing in the workplace environment allows us insight into how teacher wellbeing can be enhanced and maintained in the face of challenges. Accordingly, the present study aimed to investigate Iranian EFL teachers’ perceived wellbeing in the workplace environment from an activity theoretic perspective. To that end, the wellbeing of 15 in-service EFL teachers was examined. Data were collected through a narrative frame and semi-structured individual interview and were thematically analysed using NVivo 12 to cast light on the factors that boost or mitigate the participants’ wellbeing. Findings demonstrated how six factors – namely learners, colleagues, institutional authorities, institutional rules and regulations, workload, and the status of EFL teachers – define the participants’ wellbeing. The factors are mapped onto the six key elements of activity theory to display how individual and collective dimensions of educational milieus interact in molding teachers’ wellbeing. Pedagogical implications and avenues for future research are outlined.

Exploring Iranian EAP teachers’ well-being: an activity theory perspective

“…In addition, Mairitsch et al (2021) investigated the well-being of 14 preservice language teachers. Drawing on interviews, the study findings indicated that factors such as management of time and the specific social language had an important role in the teachers' well-being, a finding also reported in Ebadijalal and Moradkhani (2022) in the context of Iran.…”

“…Considering that research (e.g., Atai et al, 2022;Derakhshan et al, 2023;Kaivanpanah et al, 2021) has extensively shown the profound effect of contextual factors on EAP teachers' emotions, identities, and professional memberships, such factors could also influence EAP teachers' well-being as well. However, it is not clear how context shapes the teachers' wellbeing, especially in the Iranian context where factors shaping well-being could function more substantially (see Derakhshan et al, 2023;Ebadijalal & Moradkhani, 2022). In response to the lack and significance of research on EAP teacher well-being, the present study draws on the theoretical framework of activity theory and explores Iranian EAP teachers' well-being.…”

Examining the Wellbeing of In-Service EFL Teachers in a Spanish Context

“…Teacher Wellbeing Since the 1960s, the idea of wellbeing, in general, has gained momentum (McCallum et al, 2017), motivating a still-growing body of research focused on what it is, how to achieve it, and how to maintain it over time (Brown & Ralph, 1992;Dewaele et al, 2023;Ebadijalal & Moradkhani, 2022;McCallum & Price, 2010;Ryan & Deci, 2001;Van Petegem et al, 2005;Weinstein, 1988Weinstein, , 1989. The World Health Organization (1947) defined wellbeing as a "state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity" (p. 1).…”

Transnational English language teacher wellbeing: An ecological perspective

“…Although heavy workload and family health issues were found to erode language teachers' wellbeing in MacIntyre et al's (2020) study, the participants who used techniques based on approach rather than avoidance, manifested higher wellbeing levels. Meanwhile, navigating through the main factors deteriorating teacher wellbeing, numerous researchers (Ebadijalal & Moradkhani, 2022;Pourbahram & Sadeghi, 2022) have highlighted the devastating influence of unhealthy relationship patterns (between teachers and learners/ colleagues/staff) on teacher wellbeing. Specifically, conversion to online platforms heavily influenced the way people communicated; and consequently, the quality of relationships went downhill.…”