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Teacher Well-Being in EFL/ESL Classrooms
1School of Foreign Languages, Xinyang College, Xinyang, China.
Frontiers in Psychology
|August 23, 2021
Summary
Teacher well-being is crucial, especially in English as a Second Language (ESL) and English as a Foreign Language (EFL) teaching. This review synthesizes factors influencing teacher well-being and suggests future research directions.
Area of Science:
- Psychology
- Education
Background:
- Workplace well-being, aligned with positive psychology, has gained prominence in academic and business sectors.
- Teaching is widely acknowledged as a highly stressful profession.
- Limited review studies specifically address the well-being of English as a Second Language (ESL) or English as a Foreign Language (EFL) teachers.
Purpose of the Study:
- To conduct a literature review on the well-being of ESL/EFL teachers.
- To define the construct of teacher well-being in this context.
- To identify factors influencing teacher well-being and review empirical studies.
Main Methods:
- Systematic literature review of studies on teacher well-being.
- Analysis of definitions, influencing factors, and empirical research in the ESL/EFL context.
Main Results:
- The review presents a comprehensive overview of the definition and influencing factors of teacher well-being.
- Empirical studies in the domain of ESL/EFL teacher well-being are synthesized.
- Key aspects of teacher well-being are identified and discussed.
Conclusions:
- The findings have implications for teachers, school principals, and teacher-trainers.
- Recommendations are provided for enhancing teacher well-being in ESL/EFL settings.
- New avenues for future research are delineated to further explore this critical area.
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