The interplay of EFL teachers' immunity, work engagement, and psychological well-being: Evidence from four Asian countries

• Published in: Journal of multilingual and multicultural development Vol. 45; no. 8; pp. 3241 - 3257
• Main Authors: Wang, Yongliang, Derakhshan, Ali, Azari Noughabi, Mostafa
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 13.09.2024; Taylor & Francis Ltd
• Subjects: Asian EFL teachers; Defense mechanisms; English (Second Language); English as a second language; English as a second language instruction; English teachers; Foreign languages; Immunity; Language Teachers; Multiculturalism & pluralism; Positive psychology; Psychological well being; Psychology; Second language teachers; structural equation modelling; Teacher immunity; Teachers; Well Being; work engagement; Work environment; Asia
• ISSN: 0143-4632; 1747-7557
• DOI: 10.1080/01434632.2022.2092625

Due to the novelty of the concept of language teacher immunity, conceptualised as a robust armouring system that helps language teachers cope with threats to their well-being, scant multi-cultural research has been dedicated to the investigation of its correlates. The present study seeks to explore the interplay of immunity, psychological well-being, and work engagement among 1135 English as a foreign language (EFL)teachers from four Asian countries. The data were collected through three questionnaires. The results of structural equation modelling (SEM) analysis indicated that Asian EFL teachers' psychological well-being and work engagement positively influenced their immunity. Additionally, the findings indicated that psychological well-being was a better predictor of teacher immunity than work engagement in Asia. The results, discussed in the light of positive psychology (PP), highlight language teachers' need for working in a psychologically healthy environment to remain committed to their job and immune to its difficulties.