درخت حوزه‌های تخصصی

Social well-being is an important aspect of health that has not been given due attention so far. Especially in the teachers' group, who play an important role in nurturing the country's future leaders, and the need to pay attention to this issue is felt. Accordingly, the aim of the present study is to determine the role of optimism and self-compassion in teachers' social well-being. The method of conducting the research was descriptive correlational research. The statistical population of this study consisted of all teachers (male and female) in the primary school of Nimroz city, of whom 148 people were selected using a random stratified sampling method according to the Cochran formula. The research tools used were three questionnaires: optimism (Scheyer and Carver, 1985), self-compassion (Neff et al., 2012), and social well-being (Keyes, 2011). Linear and stepwise regression, Pearson correlation coefficient, were used to analyze the research hypotheses. The results showed that optimism and self-compassion were able to significantly predict the social well-being of teachers in Nimroz city. Among the components of optimism, the component of intrinsic optimism and among the components of self-compassion, the component of self-kindness played the most important role in the social well-being of teachers. Also, a significant relationship was observed between optimism and self-compassion and its components with the social well-being of teachers.

The term ‘teacher emotions’ is defined as feelings and affections teachers experience in their professional practice. Teacher identity, as the beliefs, values, and perceptions that teachers hold about themselves and their roles, holds paramount importance in the realm of education as it profoundly shapes the teaching and learning process. This study sought to delve into modeling EFL teachers’ emotionality and identity. In so doing, a quantitative correlational design was used. The participants employed included 200 Iranian male and female EFL teachers who were selected from different language institutes of Iran through convenient sampling. To collect the data, the Teacher Emotionality Questionnaire and the Revised Identity Style Inventory (ISI-5) were used. To analyze the data, Structural Equation Modeling (SEM) was run. As unveiled by the results, positive emotionality (i.e., enjoyment, responsiveness, emotional support and flexibility) was a direct and significant predictor of informational identity. Positive emotionality was a negative and significant predictor of diffuse-avoidant identity. Negative emotionality (i.e., anxiety and burnout) was a significant and negative predictor of informational and normative identity. Negative emotionality was a significant and positive predictor of diffuse-avoidant identity. Congruent with the findings, it is concluded that Iranian EFL teachers are exposed to different kinds of positive and negative emotions. The results also lead to the conclusion that diffuse-avoidant identity aspect is weak in teachers who experience positive emotions. In sum, it is concluded that emotionality and identity aspects are interrelated in EFL teachers. EFL teachers should make attempts to experience more positive emotions than negative ones so that their identity is developed in a positive and authentic direction.