Abstract
Underpinned by Positive Psychology, this study sought to unravel the relationships among teacher emotions (i.e., enjoyment, anxiety, and anger), teaching quality (i.e., cognitive activation, student support, and classroom management), and a novel concept − language teacher immunity − among 77 middle school teachers and their students (n = 1,861) in English-as-a-foreign-language (EFL) contexts. Multilevel structural-equation modelling was implemented to account for the nested structure of the data and to examine the interplay of the target constructs. The results showed that EFL teacher immunity and teaching quality were significantly influenced by teacher emotions. Both constructs were positively related to teacher enjoyment and negatively to teacher anxiety and anger. Additionally, teacher immunity partially mediated the association between teacher emotions and teaching quality. These findings indicated that happy and robustly immunised EFL teachers are more liable to offer quality teaching and improve students' learning experiences, thus highlighting the necessity of boosting language teachers’ positive emotional experiences and psychological well-being. Implications for EFL teacher education and future research were discussed.
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