Iranian EFL Teachers’ Perceived Resilience Practice and its Prediction Through Teaching Style
Subject Areas : Journal of Language, Culture, and TranslationKeywords: EFL Teachers, Resilience, Teaching Styles, Iranian Education, Predictors,
Abstract :
The current research explored the connection between teaching styles and overall resilience among Iranian EFL instructors. Utilizing a correlational research design, the study selected 100 EFL teachers from diverse educational settings through convenience sampling. The participants were asked to complete two assessment tools: the Multidimensional Teacher Resilience Scale and the Grasha-Riechmann Teaching Style Survey. Data analysis was conducted using descriptive and inferential statistical methods via SPSS 26. Findings indicated that Iranian EFL teachers exhibited a moderate level of general resilience, with professional resilience emerging as the most prominent dimension. Additionally, all categories of teaching styles were found to be significant predictors of general resilience, with the expert teaching style serving as the strongest predictor and the formal authority style as the least influential. The study concluded that teaching styles may play a crucial role in fostering the resilience of EFL teachers, offering several implications and recommendations for teacher education and professional development.
References:
Akbari, R., Kiany, G. R., Imani Naeeni, M., & Karimi Allvar, N. (2008). A study of relationships between EFL teachers’ reflective practice and their teaching efficacy. System, 36(2), 207-218.
Amin, M., & Saukah, A. (2015). Factors contributing to EFL teachers' professional development in Indonesia. Excellence in Higher Education, 6(1&2), 12-20.
Ayoobiyan, F., & Rashidi, N. (2021). The relationship between professional identity, resilience, and job satisfaction among Iranian EFL teachers. Journal of Language and Education, 7(4), 17-30.
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207.
Benard, B. (2004). Resiliency: What we have learned. WestEd.
Benson, P. (2013). Teaching and researching: Autonomy in language learning. Routledge.
Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner-city high school teachers in the United States. Teaching and Teacher Education, 22(7), 812-825.
Buzzai, C., Passanisi, A., Aznar, M.A., & Pace, U. (2022). The antecedents of teaching styles in the multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education. European Journal of Special Needs Education, 38, 378 - 393.
Cantiello, J., Fottler, M. D., Oetjen, D., & Zhang, N. J. (2015). The impact of demographic and perceptual variables on a young adult’s decision to be covered by private health insurance. BMC Health Services Research, 15(1), 1-15.
Castro, F. G., Kelly, J. G., & Shih, M. (2010). Resilience strategies for ethnic minority youth. Theoretical models and practical interventions. In S. J. Southwick, B. T. Litz, D. Charney, & M. J. Friedman (Eds.), Resilience and mental health: Challenges across the lifespan (pp. 107-124). Cambridge University Press.
Cooper, J. M. (2001). Classroom teaching skills. Houghton Mifflin.
Cooper, P. A. (2001). Exploring the relationship of teaching styles and learning styles. (Doctoral dissertation). University of Arkansas.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Ebn-Abbasi, F., & Nushi, M. (2022). EFL teachers’ emotion regulation, resilience, and success. Asian-Pacific Journal of Second and Foreign Language Education, 7, Article number: 24.
Ebn-Abbasi, F., Nushi, M., & Fattahi, N. (2022). The Role of L2 Motivational Self System and Grit in EFL Learners’ Willingness to Communicate: A Study of Public School vs. Private English Language Institute Learners. Frontiers in Education.
Fadaee, E., Marzban, A., & Najafi Karimi, S. (2021). The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers. Cogent Education, 8(1), 1881203.
Fan, Y., & Ye, F. (2007). The relationship between teaching style and EFL teaching effectiveness. Foreign Language World, 2, 43-49.
Fathi, J., & Naderi, M. (2022). Testing a structural model of teacher resilience, foreign language teaching enjoyment, and teaching engagement in an EFL context. Teaching English Language, 16(2), 255-284.
Fathi, J., & Saeedian, A. R. (2020). Exploring the factors affecting Iranian English language teachers’ resilience: A multiple-case study. International Journal of Instruction, 13(2), 1029-1048.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
Fischer, D. L., & Fischer, B. A. (1979). The teaching paradigm of clinical psychology. Journal of Clinical Psychology, 35(2), 244-247.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Ghanizadeh, A., & Moafian, F. (2010). The role of EFL teachers' emotional intelligence in their success. ELT Journal, 64(4), 424-435.
Granero-Gallegos, A., Escaravajal, J.C., López-García, G.D., & Baños, R. (2022). Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training. Journal of Intelligence, 10.
Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers.
Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302-1316.
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70.
Heydarnejad, T., Ismail, S. M., Shakibaei, G., & Saeedian, A. (2022). Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety. Language Testing in Asia, 12, Article number: 50.
Higgins, E. T. (1994). The “self digest”: Self-knowledge serving self-regulatory functions. Journal of Personality and Social Psychology, 66(4), 688-700.
Hong, J. S. (2012). Resilience research among elementary school students: Review and analysis. School Psychology Quarterly, 27(3), 133-142.
Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399-420.
Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). Routledge Falmer.
Kaplan, M., & Kies, D. (1995). The teaching process: Theory and practice (5th ed.). Allyn & Bacon.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
Li, L., & Lv, L. (2022). The Impact of Chinese EFL Teachers’ Emotion Regulation and Resilience on Their Success [Original Research]. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.898114
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1185079
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.
MacCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the Annual Convention of the Speech Communication Association, Denver, CO.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence-informed framework. Teaching and Teacher Education, 54, 77-87.
Mansfield, C., Beltman, S., Price, A., & McConney, A. (2012). "Don't sweat the small stuff": Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357-367.
Martin, A. J. (2014). The role of positive psychology in enhancing satisfaction, motivation, and productivity in the workplace. In P. Alex Linley, S. Harrington, & N. Garcea (Eds.), The Oxford Handbook of Positive Psychology and Work. Oxford University Press.
Matrić, M., Brumen, M., & Košir, K. (2019). The role of social relationships in children’s active EFL learning. Psychology of Language and Communication, 23(1), 302–329. https://doi.org/10.2478/plc-2019-0014
Naik, D. R., & Samuel, P. (2021). Emotional intelligence and teaching styles among higher secondary school teachers. Journal of Educational Psychology, 38(1), 56-70.
Norris, F. H. (2012). An Operational Definition of Resilience.
Richards, J. C. (2012). Teacher stress and coping strategies: A national snapshot. The Educational Forum, 76(3), 299-316.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Richards, K. (2012). Emotion in teaching and learning. In S. Mercer, & M. Williams (Eds.), Psychology for language learning (pp. 74-89). Palgrave Macmillan.
Sofyan, R., & Mahmud, M. (2022). The impact of teaching styles on student engagement and academic performance in higher education. Journal of Educational Research and Review, 17(3), 112-123.
Tomlinson, B. (2011). Materials development in language teaching. Cambridge University Press.
Xue, Y. (2022). The role of EFL teachers’ self-efficacy and emotional resilience in appraisal of learners’ success. Frontiers in Psychology, 12, 817388.
Zhang, M. (2021). EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review [Review]. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.731859
Zhang, Q., & Yin, H. (2017). The interaction of teachers’ and students’ resilience in English language classrooms: A social-ecological approach. Teaching and Teacher Education, 63, 282-293.
Akbari, R., Kiany, G. R., Imani Naeeni, M., & Karimi Allvar, N. (2008). A study of relationships between EFL teachers’ reflective practice and their teaching efficacy. System, 36(2), 207-218.
Amin, M., & Saukah, A. (2015). Factors contributing to EFL teachers' professional development in Indonesia. Excellence in Higher Education, 6(1&2), 12-20.
Ayoobiyan, F., & Rashidi, N. (2021). The relationship between professional identity, resilience, and job satisfaction among Iranian EFL teachers. Journal of Language and Education, 7(4), 17-30.
Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207.
Benard, B. (2004). Resiliency: What we have learned. WestEd.
Benson, P. (2013). Teaching and researching: Autonomy in language learning. Routledge.
Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner-city high school teachers in the United States. Teaching and Teacher Education, 22(7), 812-825.
Buzzai, C., Passanisi, A., Aznar, M.A., & Pace, U. (2022). The antecedents of teaching styles in the multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education. European Journal of Special Needs Education, 38, 378 - 393.
Cantiello, J., Fottler, M. D., Oetjen, D., & Zhang, N. J. (2015). The impact of demographic and perceptual variables on a young adult’s decision to be covered by private health insurance. BMC Health Services Research, 15(1), 1-15.
Castro, F. G., Kelly, J. G., & Shih, M. (2010). Resilience strategies for ethnic minority youth. Theoretical models and practical interventions. In S. J. Southwick, B. T. Litz, D. Charney, & M. J. Friedman (Eds.), Resilience and mental health: Challenges across the lifespan (pp. 107-124). Cambridge University Press.
Cooper, J. M. (2001). Classroom teaching skills. Houghton Mifflin.
Cooper, P. A. (2001). Exploring the relationship of teaching styles and learning styles. (Doctoral dissertation). University of Arkansas.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Ebn-Abbasi, F., & Nushi, M. (2022). EFL teachers’ emotion regulation, resilience, and success. Asian-Pacific Journal of Second and Foreign Language Education, 7, Article number: 24.
Ebn-Abbasi, F., Nushi, M., & Fattahi, N. (2022). The Role of L2 Motivational Self System and Grit in EFL Learners’ Willingness to Communicate: A Study of Public School vs. Private English Language Institute Learners. Frontiers in Education.
Fadaee, E., Marzban, A., & Najafi Karimi, S. (2021). The relationship between autonomy, second language teaching styles, and personality traits: A case study of Iranian EFL teachers. Cogent Education, 8(1), 1881203.
Fan, Y., & Ye, F. (2007). The relationship between teaching style and EFL teaching effectiveness. Foreign Language World, 2, 43-49.
Fathi, J., & Naderi, M. (2022). Testing a structural model of teacher resilience, foreign language teaching enjoyment, and teaching engagement in an EFL context. Teaching English Language, 16(2), 255-284.
Fathi, J., & Saeedian, A. R. (2020). Exploring the factors affecting Iranian English language teachers’ resilience: A multiple-case study. International Journal of Instruction, 13(2), 1029-1048.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
Fischer, D. L., & Fischer, B. A. (1979). The teaching paradigm of clinical psychology. Journal of Clinical Psychology, 35(2), 244-247.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Ghanizadeh, A., & Moafian, F. (2010). The role of EFL teachers' emotional intelligence in their success. ELT Journal, 64(4), 424-435.
Granero-Gallegos, A., Escaravajal, J.C., López-García, G.D., & Baños, R. (2022). Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training. Journal of Intelligence, 10.
Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers.
Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302-1316.
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70.
Heydarnejad, T., Ismail, S. M., Shakibaei, G., & Saeedian, A. (2022). Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety. Language Testing in Asia, 12, Article number: 50.
Higgins, E. T. (1994). The “self digest”: Self-knowledge serving self-regulatory functions. Journal of Personality and Social Psychology, 66(4), 688-700.
Hong, J. S. (2012). Resilience research among elementary school students: Review and analysis. School Psychology Quarterly, 27(3), 133-142.
Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399-420.
Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). Routledge Falmer.
Kaplan, M., & Kies, D. (1995). The teaching process: Theory and practice (5th ed.). Allyn & Bacon.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
Li, L., & Lv, L. (2022). The Impact of Chinese EFL Teachers’ Emotion Regulation and Resilience on Their Success [Original Research]. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.898114
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1185079
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.
MacCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the Annual Convention of the Speech Communication Association, Denver, CO.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence-informed framework. Teaching and Teacher Education, 54, 77-87.
Mansfield, C., Beltman, S., Price, A., & McConney, A. (2012). "Don't sweat the small stuff": Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357-367.
Martin, A. J. (2014). The role of positive psychology in enhancing satisfaction, motivation, and productivity in the workplace. In P. Alex Linley, S. Harrington, & N. Garcea (Eds.), The Oxford Handbook of Positive Psychology and Work. Oxford University Press.
Matrić, M., Brumen, M., & Košir, K. (2019). The role of social relationships in children’s active EFL learning. Psychology of Language and Communication, 23(1), 302–329. https://doi.org/10.2478/plc-2019-0014
Naik, D. R., & Samuel, P. (2021). Emotional intelligence and teaching styles among higher secondary school teachers. Journal of Educational Psychology, 38(1), 56-70.
Norris, F. H. (2012). An Operational Definition of Resilience.
Richards, J. C. (2012). Teacher stress and coping strategies: A national snapshot. The Educational Forum, 76(3), 299-316.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Richards, K. (2012). Emotion in teaching and learning. In S. Mercer, & M. Williams (Eds.), Psychology for language learning (pp. 74-89). Palgrave Macmillan.
Sofyan, R., & Mahmud, M. (2022). The impact of teaching styles on student engagement and academic performance in higher education. Journal of Educational Research and Review, 17(3), 112-123.
Tomlinson, B. (2011). Materials development in language teaching. Cambridge University Press.
Xue, Y. (2022). The role of EFL teachers’ self-efficacy and emotional resilience in appraisal of learners’ success. Frontiers in Psychology, 12, 817388.
Zhang, M. (2021). EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review [Review]. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.731859
Zhang, Q., & Yin, H. (2017). The interaction of teachers’ and students’ resilience in English language classrooms: A social-ecological approach. Teaching and Teacher Education, 63, 282-293.
