Abstract
This study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emotional regulation were significant predictors of L2 grit among EFL instructors in the context of Turkey. Moreover, the findings indicated that teachers’ well-being was a better predictor of domain-specific grit than emotion regulation. The findings suggest that L2 teachers’ perseverance and passion for L2 teaching might hinge upon their well-being and the ability to sustain positive emotions. The implications are further discussed in the context of teacher education.
Original language | English |
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Pages (from-to) | 153-171 |
Number of pages | 19 |
Journal | Porta Linguarum |
Volume | 2024 |
Issue number | Special Issue 9 |
DOIs | |
Publication status | Published - 25 Jan 2024 |
Externally published | Yes |
Keywords
- L2-teacher grit
- language teacher emotion regulation
- well-being