Abstract

The present mixed methods study examined the relationships among Iranian English as a Foreign Language (EFL) teachers’ turnover intentions, occupational stress, psychological well-being, and grit in light of their teaching experience. The participants of the study were a total of 325 EFL teachers (138 novice and 187 experienced). To collect the data, four instruments of occupational stress, turnover intentions, grit, and well-being were administered to the participants, followed by semi-structured interviews with 20 teachers. Data analyses indicated that the novice and experienced teachers’ occupational stress/turnover intentions and grit/psychological well-being were significantly correlated. The results also revealed that the strength of relationship between occupational stress/turnover intentions and grit/psychological well-being is significantly higher for novice teachers than the experienced teachers. The analysis of the interviews indicated that while occupational stress collectively influences the teachers’ identity, emotions, and retaining in the profession, their well-being was largely defined in light of various institutional and socio-economic factors. The results of the study are discussed and implications for teacher education are provided.

摘要

目前的混合方法研究根据他们的教学经验，检查了伊朗英语作为外语（EFL）教师的离职意图，职业压力，心理健康和毅力之间的关系。这项研究的参与者总共是325名EFL老师（138名新手和187名经验丰富的老师）。为了收集数据，对参与者进行了四种职业压力，离职意向，勇气和幸福感的测量，然后与20位老师进行了半结构化访谈。数据分析表明，新手和有经验的教师的职业压力/离职意向与毅力/心理健康之间存在显着相关性。结果还表明，新手教师的职业压力/离职意向与毅力/心理健康之间的关系强度明显高于有经验的教师。对访谈的分析表明，尽管职业压力会共同影响教师的身份，情感和专业素养，但他们的福祉很大程度上是根据各种制度和社会经济因素来定义的。讨论了研究结果，并提供了对教师教育的启示。他们的福祉很大程度上是根据各种制度和社会经济因素来定义的。讨论了研究结果，并提供了对教师教育的启示。他们的福祉很大程度上是根据各种制度和社会经济因素来定义的。讨论了研究结果，并提供了对教师教育的启示。