Because of the exacting nature of teaching, identifying factors affecting teachers’ mental health and psychological wellbeing are of paramount importance. Parallel with this line of inquiry, the goal of this project was to test a model of psychological wellbeing based on teacher self-efficacy and emotion regulation in an EFL context. To this end, 276 Iranian English teachers participated in this survey. First, the measurement models for the three latent constructs were verified through performing Confirmatory Factor Analysis (CFA). Then Structural Equation Modeling (SEM) was used to test the hypothesized model. SEM outcomes evince that both teacher self-efficacy and emotion regulation were the significant predictors of teachers’ psychological wellbeing, with teacher self-efficacy being a stronger correlate than emotion regulation. The findings offer significant implications for English as a Foreign Language (EFL) teachers.

No abstract

PurposeIn this research, which has involved collecting Iranian faculty members' accounts of their experiences of sabbaticals, the authors are seeking to understand how faculty members make sense of events throughout the process of sabbatical, construction these events into episodes and thereby maintaining unity within their lives.Design/methodology/approachUsing narrative qualitative method and episodic interviews the researchers collected and analyzed the data by applying MAXQDA 2020 software. In this study, the impact of sabbatical leave on faculty members' academic achievement was measured in three ways: individually, professionally and organizationally.FindingsSabbatical leave changed their academic and personal values. In addition, the results of the narrative analysis showed that sabbatical leave experience could enable faculty members to change themselves in terms of their lifestyle and attitudes. A considerable influence on their families was also found. Moreover, from individual dimension, it was found that participants' engagement with their colleagues and their sense of social responsibility especially in environmental protection zone area had increased. Furthermore, in professional and academic area, the participants reported tendency toward more team work, more creative approach and they developed a sense of innovation and willingness to take risks.Practical implicationsThe findings of the study showed that faculty members sabbatical leave experience could stimulate their global thinking toward foreign overseas universities, their students and colleagues and they could have more publications in foreign languages. Based on the findings of the study some reconsiderations in administrative regulations should be taken into account in order to enable volunteer faculty members to take part in sabbatical leave programs.Social implicationsThe authors demonstrate that how Iranian higher education regulations and dominated patriarchy, deprive female faculty members from sabbaticals. In addition, the results indicate that using sabbatical leaves by males, and mostly in STEM fields in Iran are fundamental in producing and reproducing inequalities regarding gender and academic field.Originality/valueThe paper addresses an important topic and by using a relevant qualitative method for examining participants' views in the study has added complementary information to the literature of faculty members' professional development. The study has been conducted in a particular context with a different understanding of the topic, since studying such a topic in Iran is missing almost in the literature.

The present paper is aimed at identifying Iranian principals' needs for attributes of leadership self-development. Data collection tool was a 110-item questionnaire. The results demonstrated that there were statistically significant differences in principals' needs level based on their demographic variables. Regarding three levels of qualities, different mean ranks were obtained. Managerial skills and attributes were in the first priority from the principal viewpoint. Among 11 leadership qualities, most of the principals expressed high need to develop their mental agility. Female principals declared more needs for developing their analytic and problem solving skills than male ones.