Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study
Abstract The present mixed-methods study investigated the factors that build Iranian bilingual Azeri-Persian English as a foreign language teacher resilience (TR) in non-profit and state schools. To do so, 205 male and female teachers selected through snowball sampling from several schools in differ...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-08-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-023-00196-3 |
| _version_ | 1797752857151143936 |
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| author | Khadijeh Rezazadeh Mostafa Janebi Enayat Fatemeh Poorebrahim |
| author_facet | Khadijeh Rezazadeh Mostafa Janebi Enayat Fatemeh Poorebrahim |
| author_sort | Khadijeh Rezazadeh |
| collection | DOAJ |
| description | Abstract The present mixed-methods study investigated the factors that build Iranian bilingual Azeri-Persian English as a foreign language teacher resilience (TR) in non-profit and state schools. To do so, 205 male and female teachers selected through snowball sampling from several schools in different regions of Iran participated in this study. In the quantitative phase, the Connor and Davidson resilience scale (CD-RISC) was utilized to measure TR. First, the factor structure of the scale was ensured through testing confirmatory factor analysis (CFA). Results indicated that all the five factors of TR tested by the CD-RISC were evident among all the respondents, and there were no significant differences between the factors building TR in state and non-profit schools. For the qualitative phase, 26 male and female teachers selected through purposive sampling participated in semi-structured interviews which were thematically analyzed through MAXQDA software. The findings revealed that while state school teachers perceived satisfactory curriculum and policies and consulting with colleagues as the building factors for TR, non-profit school teachers highlighted teacher training courses, teacher-student rapport, and students’ progress as the important factors. The pedagogical implications of this study for teacher education are explained. |
| first_indexed | 2024-03-12T17:09:32Z |
| format | Article |
| id | doaj.art-b76ac7365c454483b63a6f006f79cd1c |
| institution | Directory Open Access Journal |
| issn | 2363-5169 |
| language | English |
| last_indexed | 2024-03-12T17:09:32Z |
| publishDate | 2023-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj.art-b76ac7365c454483b63a6f006f79cd1c2023-08-06T11:08:36ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692023-08-018112410.1186/s40862-023-00196-3Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods studyKhadijeh Rezazadeh0Mostafa Janebi Enayat1Fatemeh Poorebrahim2English Department, Faculty of Human Sciences, University of MaraghehEnglish Department, Faculty of Human Sciences, University of MaraghehEnglish Department, Faculty of Human Sciences, University of MaraghehAbstract The present mixed-methods study investigated the factors that build Iranian bilingual Azeri-Persian English as a foreign language teacher resilience (TR) in non-profit and state schools. To do so, 205 male and female teachers selected through snowball sampling from several schools in different regions of Iran participated in this study. In the quantitative phase, the Connor and Davidson resilience scale (CD-RISC) was utilized to measure TR. First, the factor structure of the scale was ensured through testing confirmatory factor analysis (CFA). Results indicated that all the five factors of TR tested by the CD-RISC were evident among all the respondents, and there were no significant differences between the factors building TR in state and non-profit schools. For the qualitative phase, 26 male and female teachers selected through purposive sampling participated in semi-structured interviews which were thematically analyzed through MAXQDA software. The findings revealed that while state school teachers perceived satisfactory curriculum and policies and consulting with colleagues as the building factors for TR, non-profit school teachers highlighted teacher training courses, teacher-student rapport, and students’ progress as the important factors. The pedagogical implications of this study for teacher education are explained.https://doi.org/10.1186/s40862-023-00196-3Teacher educationTeacher ResilienceBilingual settingNon-profit institutesState schoolsMixed-methods research |
| spellingShingle | Khadijeh Rezazadeh Mostafa Janebi Enayat Fatemeh Poorebrahim Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study Asian-Pacific Journal of Second and Foreign Language Education Teacher education Teacher Resilience Bilingual setting Non-profit institutes State schools Mixed-methods research |
| title | Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study |
| title_full | Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study |
| title_fullStr | Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study |
| title_full_unstemmed | Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study |
| title_short | Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study |
| title_sort | exploring bilingual efl teacher resilience in the iranian non profit and state schools a mixed methods study |
| topic | Teacher education Teacher Resilience Bilingual setting Non-profit institutes State schools Mixed-methods research |
| url | https://doi.org/10.1186/s40862-023-00196-3 |
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