The Relationship between EFL Teachers' Mindset and Their Well-Being

This study investigates the relationship between teachers' mindsets and their overall well-being. Utilizing a correlational research design. The current study followed a correlational design in which a quantitative approach has been considered to comprehensively examine the issue under study. Correlational research is appropriate when the objective is to determine the extent and direction of association between two or more variables without manipulating any of them (Creswell, ۲۰۱۴). In this context, the independent variable is the teachers' mindset, while the dependent variable is their reported level of well-being. This study was conducted in the Great Khorasan province. The participants of the present study were ۱۱۰ English language teachers, ۷۴ females and ۳۶ males. Also, ۶۹.۴% of them had more than ۵ years of experience, and ۳۰.۶% of them had less than ۵ years of experience in Teaching English as a Foreign Language at language institutes. Their age ranged from ۲۲ to ۶۵, and their majors included English literature, TEFL, English translation and linguistics. The participants were selected through convenience sampling. In the current research project, two e-questionnaires were used. One questionnaire concerned with teachers' well-being (Appendix A), and the second one was related to the scale of mindset (Appendix B). The findings indicate a significant positive correlation between mindset and multiple dimensions of teacher well-being, including psychological, emotional, and occupational health. These results underscore the importance of fostering growth-oriented beliefs in professional development efforts to enhance educator resilience and satisfaction. The study also addresses a critical gap in the literature by shifting the focus from student outcomes to teacher mental health. Implications for practice and future research are discussed.

کلیدواژه ها:

mindset ، EFL teachers ، well-being