Investigating Language Teacher Immunity: Challenges and Opportunities for Professional Development
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| Title: | Investigating Language Teacher Immunity: Challenges and Opportunities for Professional Development |
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| Language: | English |
| Authors: | Zekeriya Durmaz (ORCID |
| Source: | Journal of Theoretical Educational Sciences. 2025 18(3):439-466. |
| Availability: | Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Language Teachers, Faculty Development, English (Second Language), Second Language Learning, Second Language Instruction, Likert Scales, Barriers, Teacher Attitudes, Gender Differences, Institutional Characteristics, Teacher Characteristics, Educational Background, Lifelong Learning, Collegiality, Psychological Patterns, Work Environment, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 1308-1659 |
| Abstract: | This study seeks to determine the psychological immunity levels of English language teachers and the variables that may affect their psychological immunity. Rather similar to biological immunity, teacher immunity manifests itself in two broad forms: productive immunity and maladaptive immunity (Hiver, 2016). The study also aims to shed light on the factors that have effect on EFL teachers' immunity state considering the possibilities and challenges in their teaching career. The data of the study were collected in two subsequent phases in a mixed method research design to accomplish the study's objectives. A 6-point Likert-type scale with 39 items was used in the first phase of the quantitative research to collect data from EFL instructors who were currently employed at foundation and state universities in the southern region of Türkiye. 15 open-ended questions were posed during the qualitative phase. The quantitative data showed that 117 participant teachers are around halfway immunity (M=3.76). The findings of the MANOVA test showed a statistically significant relationship between immunity level and gender, degree, and the kind of university that instructors are affiliated. Additionally, the qualitative data showed that teacher immunity is positively influenced by participation in professional development activities, pursuing lifelong learning endeavour in challenging circumstances, and academic collegiality. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480865 |
| Database: | ERIC |
| Abstract: | This study seeks to determine the psychological immunity levels of English language teachers and the variables that may affect their psychological immunity. Rather similar to biological immunity, teacher immunity manifests itself in two broad forms: productive immunity and maladaptive immunity (Hiver, 2016). The study also aims to shed light on the factors that have effect on EFL teachers' immunity state considering the possibilities and challenges in their teaching career. The data of the study were collected in two subsequent phases in a mixed method research design to accomplish the study's objectives. A 6-point Likert-type scale with 39 items was used in the first phase of the quantitative research to collect data from EFL instructors who were currently employed at foundation and state universities in the southern region of Türkiye. 15 open-ended questions were posed during the qualitative phase. The quantitative data showed that 117 participant teachers are around halfway immunity (M=3.76). The findings of the MANOVA test showed a statistically significant relationship between immunity level and gender, degree, and the kind of university that instructors are affiliated. Additionally, the qualitative data showed that teacher immunity is positively influenced by participation in professional development activities, pursuing lifelong learning endeavour in challenging circumstances, and academic collegiality. |
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| ISSN: | 1308-1659 |
