Journal of Philosophical Investigations

نوع مقاله : مقاله علمی- پژوهشی

نویسندگان

1 دانشیار گروه زبان و ادبیات انگلیسی دانشگاه تبریز، ایران.

2 استادیار گروه زبان و ادبیات انگلیسی، دانشگاه ارومیه، ایران.

چکیده

Teacher factors encompass the teachers’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language teacher immunity is one of the affective factors that determines the teachers’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ teacher immunity philosophy. To this end, first, the researchers used convenience sampling for selecting 62 EFL teachers including 38 novice and 24 experienced teachers at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI philosophy using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their teacher immunity philosophy. The findings of the study indicated that while the novice teachers considered external support as the main factor in their philosophy, the experienced teachers regarded their internal strength as the decisive factor that influenced their teacher immunity philosophy. The findings may have practical implications for teacher education courses in foreign language contexts. 

کلیدواژه‌ها

عنوان مقاله [English]

The Philosophy of Teacher Immunity: EFL Teachers’ Perspectives

نویسندگان [English]

  • Mohammad Zohrabi 1
  • Abdolreza Khalili 2

1 Associate Professor of English Language and Literature Department, University of Tabriz, Iran.

2 Assistant Professor of English Language and Literature Department, Urmia University, Iran

چکیده [English]

Teacher factors encompass the teachers’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language teacher immunity is one of the affective factors that determines the teachers’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ teacher immunity philosophy. To this end, first, the researchers used convenience sampling for selecting 62 EFL teachers including 38 novice and 24 experienced teachers at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI philosophy using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their teacher immunity philosophy. The findings of the study indicated that while the novice teachers considered external support as the main factor in their philosophy, the experienced teachers regarded their internal strength as the decisive factor that influenced their teacher immunity philosophy. The findings may have practical implications for teacher education courses in foreign language contexts. 

کلیدواژه‌ها [English]

  • EFL teachers
  • teacher education
  • teacher factors
  • teacher immunity philosophy
Ahmadi, H., & Eghbali, A. (2022). Philosophy for children and professional development of teachers (qualitative study). Journal of Philosophical Investigations, 16(39), 113-128. https://doi.org/10.22034/jpiut.2022.52657.3321
Ahmadi, M., Amiryousefi, M., & Hesabi, A. (2020). Role of individual difference variables in EFL teachers’ immunity development. Journal of English Language Teaching and Learning, 12(26), 361-376. https://doi.org/10.22034/elt.2021.44864.2356
Akbari, R., & Eghtesadi, A. R. (2017). Burnout coping strategies among Iranian EFL teachers. Applied Research on English Language, 6(2), 179–192.
Akkerman, S., Admiral, W., Brekelmans, M., & Oost, H. (2006). Auditing quality of research in social sciences. Quality and Quantity, 42 (2), 87-121.
Alzahrani, F. Y., & Althaqafi, A. S. (2020). EFL teachers' perceptions of the effectiveness of online professional development in higher education in Saudi Arabia. Higher Education Studies, 10(1), 121-131. DOI: 10.5539/hes.v10n1p121
Ashraafi, N., Talebinejad, M., & Shahrokhi, M. (2020). The contribution of core reflection supervision through the onion model to Iranian EFL teachers’ professional development. Teaching English Language, 14(2), 89-110. https://doi.org/10.22132/tel.2020.119499
Atefi Boroujeni, S., Tahririan, M., & Afzali, K. (2021). Exploring the factors triggering Iranian EFL teachers’ immunity: A mixed-method inquiry.  Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 9(2), 9-33. https://doi.org/10.22049/jalda.2021.27130.1265
Baleghizadeh, S., & Amiri Shayesteh, L. (2020). Exploring the relationship between teacher burnout, personality traits, and psychological distress among Iranian EFL teachers: A mixed-methods study. Journal of Language Horizons, 4(1), 175-199. https://doi.org/10.22051/lghor.2020.30139.1252
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M., Comic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds), APA handbook of research methods in psychology: Research designs, quantitative, qualitative, neuropsychological and biological (pp. 55-71). American Psychological Association.
Cirocki, A. & Farrell, T. S. C. (2017). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5– 23.
Cirocki, A., & Farrell, T. S. C. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 1-14.
Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125-136.
Colucci, E. (2007). Focus groups can be fun: The use of activity-oriented questions in focus group discussions. Qualitative Health Research, 17(10), 1422–1433.
Creswell, J. W. (2011). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th Ed.). Pearson Education.
Derakhshan, A., Coombe, Ch., Zhaleh, K.., & Tabatabaeian, M. (2020). Examining the roles of continuing professional development needs and views of research in English language teachers’ success. The Electronic Journal for English as a Second Language, 24(3), 1-27.
Dobakhti, L., Zohrabi, M., & Masoudi, S. (2022a). Scrutinizing the Affective Predictors of Teacher Immunity in Foreign Language Classroom. Teaching English Language, 16(1), 65-88. DOI. 10.22132/tel.2022.148550
Dobakhti, L., Zohrabi, M., & Masoudi, S. (2022b). Developing productive teacher immunity by providing tailor-made teacher education:  A constructive endeavor? Issues in Language Teaching, 11(2), 187-217. https://doi.org/10.22054/ilt.2022.68537.710
Dobakhti, L., Zohrabi, M. & Masoudi, S. (2023). Scrutinizing the utility of flipped and online instructions for ameliorating EFL learners’ writing ability. Journal of Modern Research in English Language Studies, 10(3), 71-94. https://doi.org/10.30479/jmrels.2023.18587.2192
Edara, I. R. (2021). Exploring the relation between emotional intelligence, subjective wellness, and psychological distress: A case study of university students in Taiwan. Behavioral Sciences, 11, 1-20. http://dx.doi.org/10.3390/bs11090124
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Farrell, T. S. C. (2016). TESOL, a profession that eats its young! The importance of reflective practice in language teacher education. Iranian Journal of Language Teaching Research, 4(3), 97-107.
Farrell, T. S. C. (2019). Reflective practice in ELT. Equinox.
Farrokhi, F. Zohrabi, M. & Gholizadeh, A. (2023). A sociocognitive account of willingness to communicate from the perspective of complex dynamic systems theory. Language Teaching Research Quarterly, 36, 35-54. http://dx.doi.org/10.1177/00345237211031261
Ghanizadeh, A. & Jahedizadeh, S. (2015). Teacher burnout: A review of sources and ramifications. Journal of Education, Society and Behavioral Science, 3(2), 24-39.
Ghanizadeh, A. & Jahedizadeh, S. (2016). EFL teachers’ teaching style, creativity, and burnout: A path analysis approach. Cogent Education, 3(1), 115-127.
Gholami, L. (2015). Teacher self-efficacy and teacher burnout: A study of relations. International Letters of Social and Humanistic Sciences, 60(2), 83-86.
Grinnel R., & Unrau Y. (2008). Social work research and evaluation: Foundations of evidence-based practice. Oxford University Press.
Hammersley, M. (2008). Questioning qualitative inquiry: Critical essays. Sage.
Hendrawijaya, A. T., Hilmi, M. I., Hasan, F., Imsiyah, N. & Indrianti, D. T. (2020). Determinants of teacher performance with job satisfactions mediation. International Journal of Instruction, 13(3), 845-860.
Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in teachers. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 214-237). Multilingual Matters.
Hiver, P. (2016). The triumph over experience: Hope and hardiness in novice L2 teachers. In P. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 168–192). Bristol: Multilingual Matters.
Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690.
Hiver, P. (2018). Teachstrong: The power of teacher resilience for L2 practitioners. In S. Mercer, & A. Kostoulas (Eds.), Language teacher psychology (pp. 231-246). Multilingual Matters.
Hiver, P. & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423.
Hosseini, S. N., Hosseini, S. H., Sobhaninejad, M., & Mohamadi Nik, F. (2022). Phenomenological explaining of the perception of prominent teachers of the dimensions and components of their teacher’s philosophy. Journal of Philosophical Investigations, 16(39), 331-349. https://doi.org/10.22034/jpiut.2022.52642.3316
Kayed, H., & Kazemian Moghadam, K. (2021). Causal relationship between personality traits and psychological well-being with quality of working life through perceived social support in nurses. Journal of Fundamentals of Mental Health, 23(6), 433-442. https://doi.org/10.22038/jfmh.2021.19330
Khadivi, A., Namvar, R., & Solymanzadeh, E. (2022). Philosophy of education: Philosophical perspectives. Journal of Philosophical Investigations, 16(40), 196-207. DOI. 10.22034/jpiut.2022.53612.3371
Khalili, A., Dobakhti, L., & Zohrabi, M. (2023). Scrutinizing the predicting factors in native and non-native English instructors’ teacher immunity. Journal of Research in Applied Linguistics. DOI: 10.22055/rals.2023.43835.3061
Koch, T. (2006). Establishing rigor in qualitative research: The decision trail. Journal of Advanced Nursing, 53(1), 91-103.
Liao, Y. C., Ottenbreit-Leftwich, A., Karlin, M., Glazewski, K., & Brush, T. (2017). Supporting change in teacher practice: Examining shifts of teachers’ professional development preferences and needs for technology integration. Contemporary Issues in Technology and Teacher Education, 17(4), 522-548.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Lindvall, J., Helenius, O., & Wiberg, M. (2018). Critical features of professional development programs: Comparing content focus and impact of two large- scale programs. Teaching and Teacher Education, 70, 121-131.
Maghsoudi, M. (2021). Productive or maladaptive immunity? Which one is more dominant among Iranian EFL prospective teachers? Applied Research on English Language, 10(1), 51-80.
Miri, S. Z., Mehrnia, H., & Latifi, A. (2022). Investigating how to learn and analyzing its steps and dimensions in Heidegger's teaching model. Journal of Philosophical Investigations, 16(39), 301-316.
Pelini, E. S. (2016). Analyzing the socio-psychological construction of identity among pre-service teachers. Journal of Education for Teaching, 43(1), 1–10.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5-23.
Pourbahram, R., & Sadeghi, K. (2020). English as a foreign language teachers' immunity and motivation: Public schools vs. private institutes. Teaching English Language, 14(2), 291-321.
Rahimpour, H., Amirian, S. M. R., Adel, S. M. R., & Zareian, G. R. (2020). A model of the factors predicting English language teacher immunity: A path analysis. Indonesian Journal of Applied Linguistics, 10, 73-83.
Rahmati, T., Sadeghi, K., & Ghaderi, F. (2018). English language teachers’ vision and motivation: Possible selves and Activity Theory perspectives. RELC Journal, 4, 1-18
Rahmati, T. Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: An integrated reflective practice. Iranian Journal of Language Teaching Research, 7(3), 91-107.
Rezaee, A., Khoshsima, H., Zare-Bahtash, E. & Sarani, A. (2018). A mixed method study of the relationship between EFL teachers’ job satisfaction and job performance in Iran. International Journal of Instruction, 11(4), 391-408.
Rezai, A., Namaziandost, E., & Çakmak, F. (2022). Job satisfaction of Iranian EFL teachers: Exploring the role of gender, education level, teaching experience, and service location. Teaching English Language, 15(2), 201-228.
Richards, K. A. R., Hemphill, M. A., & Templin, T. J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers and Teaching, 24(7), 768-787.
Rubin, A., Babbie, E. R. (2008). Research methods for social work. Thomson Brooks.
Sadeghi, K. & Khezerlou, S. (2016). The experience of burnout among English language teachers in Iran: Self and other determinants. Teacher Development, 20(5), 631–647.
Sarıçoban, A. & Kırmızı, O. (2021). Language teacher immunity: insights from Turkey. International Online Journal of Education and Teaching (IOJET), 8(2), 1172-1189.
Songhory, M.H., Ghonsooly, B., & Afraz, S. (2018). Language teacher immunity among Iranian EFL teachers: A self-organization perspective. Iranian Journal of English for Academic Purposes, 7(1), 128-143.
Soodmand Afshar, H. & Doosti, M. (2016). Investigating the impact of job satisfaction/dissatisfaction on Iranian English teachers’ job performance. Iranian Journal of Language Teaching Research, 4(1), 97–115.
Taghvaininia, A. & Mirzaei, A. (2017). Relationship between personality traits and psychological well-being with respect to the mediating role of forgiveness. Armaghan-e-Danesh, 22(4), 529-541.
Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers & Education, 179, 104406.
Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2092625
Wong, C. S. & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. Leadership Quarterly, 13, 243-274.
Zohrabi, M. & Akbarzadeh, S. (2023). The philosophy of teachers’ power based on Leech’s politeness maxims in Iranian context. Journal of Philosophical investigations, 16(41), 399-422. https://doi.org/10.22034/jpiut.2023.54115.3403
Zohrabi, M. & Bimesl, L. (2022). Exploring EFL teachers’ perceptions of strategies for promoting learners’ willingness-to-communicate in online classes. Applied Research on English Language, 11(1), 89-110. https://doi.org/10.22108/are.2021.131416.1807
CAPTCHA Image