ArticleBMC psychology2024
A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed, 16 citations in OpenAlex.
- Supportive infrastructure and teacher resilience: the mediating role of intrinsic motivation and the moderating role of workplace relationships.BMC psychology · 2026Article
- The relationship between distributed leadership and the enthusiasm and professional collaboration levels of teachers in Türkiye: the moderator effect of teacher optimism.Frontiers in psychology · 2026Article
- Exploring the influencing factors of teacher beliefs and their impact on teacher behaviors.BMC psychology · 2025Article
- The impact of internship experience on professional identity, motivation, and attitude among aviation service majors: a cross-sectional empirical study.Frontiers in psychology · 2025Article
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Authors and funding
4 authors at 3 institutions in 1 country.
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Abstract
The literature has widely recognized the significance of examining the influence of teacher professional identity (TPI), teacher autonomy (TA), and teacher work motivation (TWM) on teacher well-being. However, there is a noticeable gap in the research regarding the role of teacher immunity (TI) and teacher emotion regulation (TER) in TPI, TA, TWM among English as a foreign language (EFL) teachers. In light of this gap, the present study aimed to investigate the association between TI and TER with TPI, TA, and TWM of EFL teachers. A sample of 433 EFL teachers completed the Language Teacher Immunity Instrument, the Language Teacher Emotion Regulation Inventory, the Teacher Professional Identity Scale, the Teacher Autonomy Questionnaire, and the Multidimensional Work Motivation Scale. The Confirmatory Factor Analysis and Structural Equation Modeling were conducted to analyze the data. Findings disclosed that TI and TER were strong predictor of TPI, TA, and TWM among the EFL teachers. The study concludes by offering some pedagogical implications for different stakeholders and discussing potential areas of research that can be developed based on the findings.
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