Resilience, immunity, L2-teacher grit, and reflective teaching in language instruction: in service classes matters

Abstract

A professional training or staff development endeavor is known as an in-service program. During these programs, professionals get training and have the opportunity to discuss their work with others who are in their peer group. In the context of the field of education, the term "in-service classes" refers to the process by which instructors participate in additional education or training over the duration of their job in order to maintain or improve their level of professional knowledge, abilities, and practices. In spite of the fact that publicizing in-service programs for language teachers is of utmost significance, not enough focus has been placed on elaborating how they contribute to teacher-related traits. In this study, an effort was made to compare and contrast the outcomes and progress of language instructors who attended or did not attend an in-service program, as well as the effects of this decision on the teachers' resilience, immunity, L2-teacher grit, and reflective teaching. This research was of a quasi-experimental type, and it included participation from 103 English as a Foreign Language (EFL) teachers. During this research project, members of the first group, known as the control group, were not required to attend any in-service courses, whereas members of the second group, known as the experimental group, were. According to the findings of the MANOVA, EFL teachers who participated in in-service training courses had a significantly better level of resilience, immunity, L2-teacher grit, and reflectivity. It is hoped that the outcomes of this study will shed light on the significant contributions offered by in-service training programs and open up new avenues for the mental well-being of EFL teachers.