Iranian EFL Teachers’ Psychological Well-being and Professional Identity Tensions as Predicted by Their Emotion Regulation[پايان نامه لاتين]

Ayda Darvish

The current study was an attempt to investigate the relationship between Iranian EFL teachers’ emotion regulation and psychological well-being, and the relationship between Iranian EFL teachers’ emotion regulation and professional identity tensions. It also examined whether Iranian EFL teachers’ emotion regulation predicted their psychological well-being and professional identity tensions. To this end, 150 EFL teachers aged between 18 and 60 years old were selected based on convenience sampling from five language institutes in Iran. There were three questionnaires to measure the variables of the study. To explore EFL teachers’ emotion regulation, Emotion Regulation Questionnaire (ERQ) developed by Gross and John (2003) was used. In addition, in order to measure EFL teachers’ psychological well-Being, the scale developed by Dagenaisesmarais and Savoie (2012) was employed. Further, the participants’ professional identity tension was measured through Pillen (2013). To calculate the relationship, both Pearson correlation and linear regression were utilized. The findings revealed that there was a positively significant relationship between Iranian EFL teachers’ emotion regulation and psychological well-being. In addition, there was a negatively significant association between Iranian EFL teachers’ emotion regulation and professional identity tensions. The results also showed that EFL teachers’ emotion regulation predicted their psychological well-being. Finally, some pedagogical and theoretical implications for EFL students, teachers as well as curriculum designers of the study were presented