To SPARK While Suffering: An Existential Positive Psychology Approach to L۲ Teachers’ Resilient Mindset

Psycho-emotional studies in second language (L۲) contexts often focus on a bivariate view of well-being, separating positivity and negativity. However, Existential Positive Psychology (EPP) posits that well-being inherently involves navigating suffering and hardships. Addressing a gap in applied linguistics regarding EPP-informed perspectives on teacher well-being, this study explores the resilient mindset of Iranian L۲ teachers using a sequential explanatory mixed-methods design. Quantitatively, ۱۵۷ English teachers completed an EPP-driven resilience scale measuring existential facets of the concept, including toughness, responsibility, appreciation, mindfulness, meaning, and belief. Qualitatively, interviews with ۱۷ teachers were analyzed using the SPARK model, which renders one’s resilience in disturbing moments through processing situations, perceptions, affects, reactions, and knowledge. Findings from multivariate analysis of variance and thematic analysis revealed that the teachers involved in the study exhibited moderate levels of existential resilience, with qualitative themes highlighting salient factors that contribute to shaping teachers’ resilience. These insights reflected the importance of an EPP framework in understanding teacher resilience and offered insights for subsequent practical endeavors for L۲ teacher education focused on resilience promotion.

کلیدواژه ها:

Existential positive psychology ، L۲ teacher resilience ، positive psychology ، resilient mindset ، SPARK resilience