Riding the happiness curve: the wellbeing of mid-career phase language teachers

Shin, Sun Kyung; Mercer, Sarah; Babić, Sonja; Sulis, Giulia; Mairitsch, Astrid; King, Jim; Jin, Jun Myung

doi:10.1080/09571736.2021.1979632

Cited by 17 publications

(13 citation statements)

References 37 publications

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“… Note . Henry's use of agency was in the form of using “optimism” (Shin et al., 2021) as a positive resource …”

Section: Resultsmentioning

confidence: 99%

“…In this light, divergent well-being patterns for Note. Henry's use of agency was in the form of using "optimism" (Shin et al, 2021) as a positive resource the lectures and microteachings could be the symptom of a failure to manage the tension resulting from the role conflict of being a teacher and a student. This finding also implies the lack of coping resources to navigate the challenges of microteachings.…”

Section: Discussionmentioning

confidence: 99%

“…Another dominant theme across the data was the self‐efficacy doubts. Self‐efficacy is regarded as a psychological resource to draw strength from (Shin et al., 2021) and its primary function in leading to development in teacher well‐being is well‐established (Gu & Day, 2007). All the three participants reported not feeling confident in their teaching roles and pedagogical skills, which led to a decrease in their well‐being.…”

Section: Discussionmentioning

confidence: 99%

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Dynamic Changes in Pre‐Service Language Teacher Well‐Being in the Classroom Ecology: A Micro Approach

Sak

Gürbüz

2023

TESOL Quarterly

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Although language teacher well‐being has been the focus of growing attention in recent years, there is little known of its dynamic and contextually dependent nature. Integrating the complex dynamic view of well‐being with an ecological orientation, this classroom‐based study examined the micro‐scale changes in pre‐service language teacher well‐being and the reasons for such changes using data from three pre‐service English‐as‐a‐foreign‐language (EFL) teachers in Türkiye. The individual trajectories of well‐being were tracked in a particular class over 4 weeks through self‐ratings of well‐being at 10‐minute intervals during the lectures, journal entries, interviews, and stimulated recall sessions on individual microteachings. The findings suggest that the experience of pre‐service language teacher well‐being in the classroom ecology remains subject to inter and intraindividual variability over time, displaying nonlinear trajectories not only within sequences of single lessons but also from one lesson to another in response to a host of personal and contextual factors. These findings imply that pre‐service language teacher well‐being is not static, but instead is enhanced and reduced at particular moments in the classroom as a result of the interplay of a myriad of variables. We end with a call for more research into micro‐scale changes in teacher well‐being within applied linguistics and beyond.

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“… Note . Henry's use of agency was in the form of using “optimism” (Shin et al., 2021) as a positive resource …”

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Dynamic Changes in Pre‐Service Language Teacher Well‐Being in the Classroom Ecology: A Micro Approach

Sak

Gürbüz

2023

TESOL Quarterly

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“…Most studies on attrition and retention have concentrated on the early years of teaching, documenting that between 20% and 50% of teachers leave the profession during their first years (Ingersoll, 2001). Teachers who stay on and enter their mid careers, however, have often been described as motivated, content, and confident (Hargreaves, 2005), although they, too, clearly face challenges and shifting motivation (Shin et al., 2023; Sulis et al., 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the factors supporting language teachers’ sustained motivation until retirement

Haukås

2024

The Modern Language Journal

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While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore the beliefs and career stories of three recently retired German language teachers in Norway, recognized for their long‐term motivation and effective teaching over several decades. Data were generated from in‐depth semistructured interviews and analyzed through the lens of self‐determination theory. The analysis revealed that the teachers shared several key characteristics. First, they enjoyed a high degree of autonomy related to the choice of subject content and teaching approaches. Second, they perceived themselves as highly competent in the subject and expressed a passion for it. Third, they cherished being with students and managed to establish good relationships with them. The findings suggest that teachers should be aware of their basic psychological needs and reflect on how they can be fulfilled. Furthermore, school administrators should foster trust in teachers as autonomous professionals and actively support their competency development and relationships with students and colleagues.

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“…Classroom management and teachers' self-efficacy have been well-researched in the field of education. Considerably rigorous research shows that effective classroom management with strategies plays a pivotal role in teaching and learning processes, such as impacting student learning and academic performance (Gettinger & Kohler, 2011;Marzano & Marzano, 2003), positive student behavior, motivation, and engagement (Espelage, Robinson, & Valido, 2023;Wentzel, 2011), supportive learning environment (Hettinger, Lazarides, Rubach, & Schiefele, 2021), teacher well-being/stress and job satisfaction (Evertson & Weinstein, 2011;McCarthy, Mosley, & Dillard, 2023;Shin et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

GOKGOZ-KURT,

KARAFERYE

2023

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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The present study investigated tertiary-level English as a Foreign Language Teachers’/Instructors’ beliefs and perceptions of classroom management, discipline, and leadership in the classroom. In order to achieve this aim, EFL instructors completed the Teacher Self-efficacy in Classroom Management and Discipline Scale and two other open-ended questions asking them about their strengths and areas of improvement in classroom management and leadership. As revealed by the findings, EFL teachers reported their teaching and classroom management self-efficacy as somewhat high, while their view of external influences was neutral. Regarding the role of background variables, only, the experience was found to positively affect the self-reported measure of classroom management and discipline self-efficacy. Analysis of the qualitative data from the responses to open-ended questions further corroborated and expanded the quantitative data revealing diverse perspectives regarding EFL teachers’ strengths and areas of improvement in managing their classrooms more effectively.

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Riding the happiness curve: the wellbeing of mid-career phase language teachers

Cited by 17 publications

References 37 publications

Dynamic Changes in Pre‐Service Language Teacher Well‐Being in the Classroom Ecology: A Micro Approach

Dynamic Changes in Pre‐Service Language Teacher Well‐Being in the Classroom Ecology: A Micro Approach

Understanding the factors supporting language teachers’ sustained motivation until retirement

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

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