Perceptual and Motor Skills,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Nov. 18, 2024
There
is
substantial
research
supporting
the
role
of
workplace
atmospheres
in
English-as-a
Foreign-Language
(EFL)
teachers’
emotions
and
classroom
practices.
However,
degree
to
which
(if
any)
climate
may
affect
specific
emotional
exhaustion
and/or
job
attrition
has
not
been
addressed.
To
fill
this
gap,
qualitative
study,
we
used
a
semi-structured
interview
with
39
Chinese
EFL
teachers
various
backgrounds
better
understand
its
relationship
attrition,
including
perceptions
causative
factors
these
relationships.
Thematic
analysis
revealed
claims
that
both
were
prevented
by
positive
climate.
context
negative
climates,
participants
believed
variables
might
be
worsened.
Furthermore,
reported
their
caused
wide
range
teacher-related,
work-related,
workplace-related
(contextual)
factors.
We
discuss
findings
implications
for
practitioners
policy-makers,
recommend
measures
deal
context.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 31, 2024
ABSTRACT
Elevated
stress
levels
among
teachers
are
linked
to
both
physical
and
mental
health
issues,
which
in
turn
affect
their
job
performance.
In
addition,
Teachers'
ability
regulate
emotions
influences
instructional
effectiveness
well‐being.
Moreover,
psychological
well‐being
is
crucial
for
teachers'
satisfaction
success,
influenced
by
factors
like
burnout
personality
traits
external
circumstances
impact
performance,
affecting
professional
trajectory.
Understanding
these
dynamics
holistically
essential
fostering
teacher
enhancing
the
classroom;
therefore,
this
study
explores
intricate
connections
between
various
influencing
success.
To
collect
data,
researchers
used
four
questionnaires:
environmental
factor,
Big
Five
traits,
emotion
questionnaires.
Rigorous
SEM
analysis
was
employed
discern
direct
indirect
of
emotions,
personal
on
The
findings
revel
that
significantly
predict
suggests
incorporating
emotional
regulation
training
into
development
can
equip
with
skills
navigate
challenging
situations,
thereby
establishing
work
environments
recognise
support
address
needs
foster
a
positive
atmosphere
conducive
growth.
International Journal of Applied Linguistics,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 31, 2024
ABSTRACT
Research
suggests
that
teacher
agency
influences
different
areas
of
English
as
a
foreign
language
(EFL)
teachers’
practice
and
professionalism.
Nevertheless,
the
role
professional
in
facilitating
sustainable
development
(SPD)
work
engagement
has
been
overlooked.
To
fill
this
gap,
study
used
semi‐structured
interview
with
sample
27
Chinese
EFL
teachers
to
unveil
their
perceptions
interplay
concern.
The
results
indicated
venues
through
which
could
contribute
SPD
engagement.
Professional
lead
by
affecting
teaching
motivation,
positive
emotional
experiences,
enthusiasm,
self‐development.
Conversely,
it
was
found
facilitated
influencing
methods/materials,
satisfaction,
commitment,
responsibility,
horizons.
findings
are
discussed
implications
listed
for
use
agentic
practices
second/foreign
(L2)
education,
triggers
many
other
outcomes
like
development.
Perceptual and Motor Skills,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Nov. 18, 2024
There
is
substantial
research
supporting
the
role
of
workplace
atmospheres
in
English-as-a
Foreign-Language
(EFL)
teachers’
emotions
and
classroom
practices.
However,
degree
to
which
(if
any)
climate
may
affect
specific
emotional
exhaustion
and/or
job
attrition
has
not
been
addressed.
To
fill
this
gap,
qualitative
study,
we
used
a
semi-structured
interview
with
39
Chinese
EFL
teachers
various
backgrounds
better
understand
its
relationship
attrition,
including
perceptions
causative
factors
these
relationships.
Thematic
analysis
revealed
claims
that
both
were
prevented
by
positive
climate.
context
negative
climates,
participants
believed
variables
might
be
worsened.
Furthermore,
reported
their
caused
wide
range
teacher-related,
work-related,
workplace-related
(contextual)
factors.
We
discuss
findings
implications
for
practitioners
policy-makers,
recommend
measures
deal
context.
