Chinese English as a Foreign Language Teachers' Job Satisfaction, Resilience, and Their Psychological Well-Being.

Wenjing Han

doi:10.3389/fpsyg.2021.800417

Abstract

Job satisfaction, resilience, and teacher well-being, as the three major psychological variables emotioncy- based education, have received special attention among English as a foreign language (EFL) researchers. To pursue the line of this inquiry, this particular study aimed to investigate the relationship between Chinese EFL teachers’ job satisfaction, resilience, and their well-being. To conduct the study, 343 Chinese EFL teachers with different academic qualifications, various academic degrees, and different majors voluntarily participated in this study. The results of the study showed that job satisfaction and resilience could jointly predict 56.4 of the variance in psychological well-being. Both variables were the significant predictors of well-being, while job satisfaction was a better predictor, uniquely explaining 29.6 of well-being’s variance. Based on the findings, some pedagogical implication for administrators, educational institutions, and EFL teachers were discussed in the article.

Highlights

The foundation of prosperity and self-sufficiency of any society is based on the existence of its educational and research organizations
Most studies show that English as a foreign language (EFL) teachers are more susceptible to job-related pressure, mental distress, and burnout than many other occupations (Bowling et al, 2010; Castro et al, 2010; Mellati and Khademi, 2015; Sun and Xia, 2018; Derakhshan et al, 2020; Wang and Guan, 2020)
The present study aims to investigate the relationship among Chinese EFL teachers’ job satisfaction, resilience, and their psychological well-being

Summary

Introduction

The foundation of prosperity and self-sufficiency of any society is based on the existence of its educational and research organizations. Since teachers spend most of their lives in classrooms and educational settings, factors affecting their well-being are undoubtedly related to their job position (Conley and You, 2009; Derakhshan et al, 2021). Most studies show that English as a foreign language (EFL) teachers are more susceptible to job-related pressure, mental distress, and burnout than many other occupations (Bowling et al, 2010; Castro et al, 2010; Mellati and Khademi, 2015; Sun and Xia, 2018; Derakhshan et al, 2020; Wang and Guan, 2020). Many studies reveal that teachers’ job satisfaction (Wang et al, 2015) and resilience (Gu and Day, 2007) are the most important factors which influence EFL teachers’ mental health and well-being

Methods

Findings

Discussion

Conclusion