Attitudinal, motivational, and sociobiographical predictors of EFL teachers' well-being
Dewaele, Jean-Marc and Mercer, S. and Gkonou, C. (2023) Attitudinal, motivational, and sociobiographical predictors of EFL teachers' well-being. In: Amerstorfer, C.M. and von Blanckenburg, M. and Blake Shedd, M. (eds.) Activating and Engaging Learners and Teachers. Perspectives for English Language Education. Tübingen, Germany: Narr Francke, pp. 97-116. ISBN 9783823384601.
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Abstract
The present study sets out to identify predictors of well-being (defined as one facet of trait emotional intelligence; Petrides and Furnham 2001) in a dataset collected via an online questionnaire from 513 English as a Foreign Language teachers. Statistical analyses revealed that teachers with low levels of amotivation, high levels of professional intrinsic motivation, and with a positive attitude towards their institution were more likely to score high on well-being. Sociobiographical variables had no effect. The data suggest that institutions play a central role in how their teachers feel. Investing in the well-being of teachers is created by and contributes towards a positive institution and benefits the students and the institution as a whole.
Metadata
| Item Type: | Book Section |
|---|---|
| Keyword(s) / Subject(s): | English Foreign Language Teaching, Teachers' Attitudes, Motivation, Well-Being |
| School: | Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Creative Arts, Culture and Communication |
| Depositing User: | Jean-Marc Dewaele |
| Date Deposited: | 16 Nov 2023 13:45 |
| Last Modified: | 16 Nov 2023 15:34 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/50043 |
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