طاهره حیدرنژاد

The importance of studying teachers' professional well-being has increased greatly in recent years. However, researchers have not paid enough attention to how teachers' levels of immunity, buoyancy, and emotion regulation (ER) in the classroom all play a role in shaping teachers’ L2 grit and mindfulness. This research seeks to address this gap in the literature by presenting a model of the dynamic interaction of teacher immunity (TI), teacher buoyancy (TB), teacher emotion regulation (TER), L2 grit, and teacher mindfulness (TM). To gather this information, 519 English as a foreign language (EFL) teachers were given surveys measuring their levels of mindfulness in the classroom using the language teacher immunity instrument (LTII), teacher buoyancy scale (TBS), Teacher Emotion Regulation Inventory (LTERI), the L2-teacher grit scale (L2TGS), and Mindfulness in Teaching Scale (MTS). Confirmatory factor analysis (CFA) and structural equation modeling (SEM) results indicated that EFL instructors who achieved a healthy state of immunity (TI), TER, L2 grit had higher levels of L2 grit, and TM. The research winds down with implications and future directions for relevant stakeholders to improve their understanding of the relationship between TI, TB, TER, L2 grit, and TM interactions and their potential to provide favorable educational results for EFL learners.

Teachers, as the center of the class, can make positive changes in their students' lives; they should be equipped with skills that will allow them to do their jobs effectively. The inclusion of productive immunity (i.e., the procedures that instructors go through to devise protective mechanisms against the effects of undesirable disruptions that might potentially endanger their desire to instruct) as one of these skills gives educators the capability to analyze and immunize their own performance. In light of this significance, it is of the utmost importance to reveal teacher productive immunity and its correlates, particularly in EFL (English as a foreign language) contexts. Regardless, there is a dearth of studies on the possible interplay among teacher immunity, professional identity, anger, grit tendencies, and psychological well-being in Iranian EFL settings. Therefore, the present study aimed to ascertain whether there was a statistically significant connection between the professional identity, anger, grit tendencies, and psychological well-being of Iranian EFL instructors and their immunity. A total number of 394 EFL teachers teaching at public schools (Khorasan Razavi and Khuzestan, Iran) took part in this analysis. The Language Teacher Immunity Instrument (LTII), The Teacher's Professional Identity Scale (TPIS), the L2-teacher Grit Scale (L2TGS), The Teacher Anger Scale (TAS), and The Psychological Well-Being at Work (PWBW) were administered electronically to respondents. The predictive power of teacher immunity was found in data analysis via Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM). The findings stress the need of including reflective practices, emotional control strategies, and immune system strengthening in teacher preparation programs.

Teachers have the power to change their students' lives for the better, therefore teachers should be armed with some skills to be effective. Reflective teaching as one of these skills empowers teachers to observe and evaluate themselves. Although research on reflective teaching has a long tradition, little is known about whether it could be a significant predictor of language teacher immunity and work motivation as two important factors determining the success or failure of teachers, particularly in English as a Foreign Language (EFL) context. Thus, the present study aimed at examining the possible association among reflective teaching, language teacher immunity, and work motivation through path analysis. To this end, English Language Teacher Reflective Inventory (ELTRI), Language Teacher Immunity Instrument (LTII), and Multidimensional Work Motivation Scale (MWMS) were administered to 320 Iranian EFL teachers. Data analysis revealed that teachers with higher reflective teaching practices are more immunized and motivated. Moreover, the significant role of language teacher immunity on work motivation was discovered. The implications of the present study may shed new light on the significance of incorporating reflective approach into teacher development programs as a core subject.

The teacher’s professional identity (TPI) defines their perception of how to behave in their teaching profession, and it may have a significant role in determining their place in educational advancement. Yet, the moderator influence of L2 Teacher Grit (L2TG) , Critical Thinking (CT), Teacher Resilience (TR), and Teacher Self-efficacy Beliefs (TS-EB) on TPI has not been extensively documented in the literature. To fill this lacuna, this study developed a model to show the interplay between TPI, L2TG , CT, TR, and TS-EB. The Teacher’s Professional Identity Scale (TPIS), the L2-teacher Grit Scale (L2TGS), the Watson–Glaser Critical Thinking Appraisal Form (WGCTAF), the Teacher Resilience Scale (TRS), and the Teacher Sense of Efficacy Scale (TS-ES) were given to 437 English as a foreign language (EFL) teachers for the intention of collecting this data. Following the findings of Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM), L2TG , CT, TR, and TS-EB can enhance TPI among EFL teachers. Finally, the implications and future direction were offered to enthusiastic educators and researchers which may enhance their awareness of the link between TPI, L2TG , CT, TR, and TS-EB and the way it can generate great results for the educational system.