Research on language teachers’ psychology has been shown to play a central role in the quality of teaching and student achievement. However, there is little empirical evidence to investigate the relationship between perception of stress, types of stressors, and well-being among foreign language teachers at university levels, particularly in monolingual contexts. The present study seeks to investigate the impact of stress, the number and type of stressors (i.e., chronic and stressful life events), and demographic variables (i.e., age, gender, and the length of teaching experience) on university-level EFL teachers’ levels of well-being. The data were collected through an online survey of 53 university-level EFL teachers in Saudi Arabia. A Pearson correlation was carried out to investigate the relationship between EFL teachers’ well-being, their perception of stress, and number of stressors. A multiple regression analysis was also run to examine if EFL teachers’ levels of stress, number and types of stressors, and demographic variables can predict their psychological well-being. The quantitative findings demonstrated a significant negative relationship between well-being and levels of stress. The findings also showed a significant positive relationship between the EFL teachers’ well-being and their good physical health. The results of the multiple regression indicated that high levels of well-being were predicted by low levels of stress and good physical health. This study, moreover, suggested an advantage for females in terms of psychological well-being among foreign language teachers. The findings also demonstrated that a stressful life with a heavy workload and financial concerns can negatively impact language teachers’ well-being. These findings highlight the importance of considering issues related to teachers’ psychological well-being. In line with these findings, several pedagogical implications were offered.

中文翻译：

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沙特阿拉伯 EFL 大学教师的幸福感和压力感知

对语言教师心理的研究已被证明在教学质量和学生成绩方面发挥着核心作用。然而，几乎没有实证证据来调查大学外语教师的压力感知、压力源类型和幸福感之间的关系，特别是在单语环境中。本研究旨在调查压力、压力源的数量和类型（即慢性和压力性生活事件）以及人口统计变量（即年龄、性别和教学经验长度）对大学英语教师的影响'福祉水平。这些数据是通过对沙特阿拉伯 53 名大学级 EFL 教师的在线调查收集的。进行了 Pearson 相关性来研究 EFL 教师幸福感之间的关系，他们对压力的感知，以及压力源的数量。还进行了多元回归分析，以检查 EFL 教师的压力水平、压力源的数量和类型以及人口统计变量是否可以预测他们的心理健康。定量研究结果表明，幸福感和压力水平之间存在显着的负相关关系。研究结果还表明，英语教师的幸福感与其良好的身体健康之间存在显着的正相关关系。多元回归的结果表明，低水平的压力和良好的身体健康可以预测高水平的幸福感。此外，这项研究表明，女性在外语教师的心理健康方面具有优势。研究结果还表明，工作压力大、工作量大、经济困难的生活会对语言教师的幸福感产生负面影响。这些发现强调了考虑与教师心理健康相关的问题的重要性。根据这些发现，提出了一些教学意义。