Exploring University ESL/EFL Teachers’ Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria
By Kyle Talbot, Sarah Mercer. Chinese Journal of Applied Linguistics, 2018
163 citations recorded by the source corpus.
Abstract Teacher well-being has been shown to play a central role in the quality of teaching and student achievement (Day & Gu, 2009; Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However, the teaching profession is currently in crisis as it faces record rates of burnout and attrition (Borman & Dowling, 2008; Hong, 2010; Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching (Hiver & Dörnyei, 2015; Wieczorek, 2016) and to higher education (Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/dbbbd6ce9e7323d48beea46ecf37f075ad5e07ef
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In Developmental and Educational Psychology
- P. Macintyre
- T. Gregersen
- Sarah Mercer
- Jean–Marc Dewaele
- Chengchen Li
- Selami Aydın
- Yukiko Hashimoto
- Zhiping Diao
In Education
In Social Psychology
- Sarah Mercer
- P. Macintyre
- T. Gregersen
- Kyle Talbot
- Claire Ann Banga
- Jean–Marc Dewaele
- Chengchen Li
- Lawrence Jun Zhang
Citations in the corpus
- Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts (2020, background): “Teachers’ response to stressors can affect their psychological adjustment and well-being (Gustems-Carnicer & Calderón, 2013; Pyhältö et al., 2020; Talbot & Mercer, 2018).”