Exploring the Contribution of Loving Pedagogy to Teacher Well-Being in EFL Classrooms through the Lens of Self-Determination Theory

Despite acknowledgment that teacher well-being (TWB) emerges from relational and contextual dynamics rather than individual factors alone, research has paid comparatively little attention to relational pedagogical antecedents such as loving pedagogy (LP) particularly in ELT within Iran. This study, therefore, examines how teachers’ LP and its components contribute to TWB through the impact of teachers’ demographic features, and their teaching context. To that, through convenience sampling, ۲۱۰ EFL teachers voluntarily accepted to respond the questionnaire including two scales. The findings of this study showed that Iranian EFL teachers experienced a high level of LP and WB in their work. However, female teachers reported higher levels than their male counterparts. The findings also indicated that despite a weak impact of teachers' age on their WB, it did not affect their LP. Regarding the other teachers’ demographic feature, teaching experience, and their teaching context, they did not significantly impact the teachers’ LP and WB. Furthermore, the results showed that LP significantly contributed to TWB, while none of the teachers’ demographic features and contextual factors moderated their relationship. The results, discussed through the lens of Self-Determination Theory, recommend that teachers' basic psychological needs, particularly their relatedness needs, be satisfied to foster their WB.

کلیدواژه ها:

Loving pedagogy ، Teacher Well-being ، EFL Classrooms ، self-determination theory