From resentment to redemption: A mixed-methods study of English language teachers’ (un)forgiveness

Forgiveness has been identified as one of the ۲۴ fundamental character strengths, and its reflection signals one's temperance, which is among six major virtues residing in the human psyche, alongside wisdom, courage, humanity, justice, and transcendence. However, (un)forgiveness has been rarely discussed in language teaching and learning research. Thus, the present exploratory sequential mixed-methods study sought to profile the preliminary evidence on the psycho-emotional outcomes of unforgiveness among Iranian EFL teachers. The thematic analysis of the data obtained through semi-structured interviews with ۲۵ teachers revealed that unforgiveness in L۲ class entails rumination, increased anxiety, disrupted authority, and reduced energy. Building upon the qualitative findings, the researcher obtained the quantitative data by surveying ۲۷۶ teachers to determine the extent to which they are forgiving towards themselves, their students, and situations in stressful situations. Results indicated non-significant differences in-between the three subcomponents of forgiveness, suggesting that teachers rely on forgiveness as a tension-coping strategy to detach themselves from the unpleasant consequences of unforgiveness. Findings imply that the extent to which teachers remain in the darkness of hatred and bitterness depends on their choice of grudging over things that cannot be reverted but can be compensated or forgiving themselves and others in favor of spreading love, kindness, and humanity.

کلیدواژه ها:

Emotions ، forgiveness ، positive psychology ، unforgiveness ، wellbeing