The Relationship between EFL Teachers' Empowerment and Psychological Well-being

Teacher psychological well-being has recently received increasing attention in educational research due to its significant impact on teachers' professional performance and students' learning outcomes. The present study aimed to investigate the relationship between EFL teachers' empowerment and their psychological well-being. To this end, a quantitative correlational design was employed. The participants consisted of ۳۰ EFL teachers selected through convenience sampling from language institutes in Miyandoab, Keshavarz, Malekan, and West and East Azerbaijan provinces in Iran. Data were collected using two standardized instruments: the Psychological Empowerment Questionnaire and the Psychological Well-Being Scale. The collected data were analyzed using SPSS software. The results revealed a significant and positive relationship between EFL teachers' empowerment and their psychological well-being, indicating that higher levels of empowerment are associated with higher levels of psychological well-being. Furthermore, the findings showed that teacher empowerment significantly predicts psychological well-being. These results highlight the importance of empowering EFL teachers as a key factor in promoting their mental health, reducing psychological stress, and enhancing professional satisfaction. The study offers practical implications for educational administrators and policymakers to create supportive and empowering environments for EFL teachers.

کلیدواژه ها:

English Language Teachers ، Language Institutes ، Psychological Well-Being ، Quantitative Research ، SPSS Analysis ، Teacher Empowerment