Abstract
Even in the face of adversities such as pandemics, teachers worldwide have demonstrated perseverance and resilience in achieving educational objectives. The outburst of the COVID-19 pandemic and the resulting psychological and social pressures coupled with physical health issues disturbed the balance of resources and challenges that define teacher wellbeing. To document the possible influences of the recent pandemic on English as a Foreign Language (EFL) teacher wellbeing, this project shifts its focusing lens toward teachers in private language centers in Iran. Following convenience sampling, seven teachers were recruited for this study and interviewed online, and their wellbeing was canvassed from several angles. The findings of the MAXQDA analysis indicated that the comorbidity of the pandemic and already-existing economic stagnation cast a dark shadow on teacher wellbeing in Iran. Moreover, financial pressures on EFL teachers severely influence the work-life balance in the context of this study. The findings also revealed that teachers’ intrinsic motivation and the satisfaction they gained from learner achievements boosted their wellbeing by creating positive emotions. Recommendations are made based on positive psychology for the stakeholders (i.e., teacher trainers, supervisors, parents, and teachers) to help teachers flourish post-pandemic.
Published Version
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