ArticleFrontiers in psychology2025
Enhancing well-being in higher education: the role of job satisfaction and resilience among ELT instructors.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- From belief to identity: teacher resilience as a mediating mechanism between growth mindset and professional identity among EFL student teachers.Frontiers in psychology · 2026Article
- Beyond interpersonal bonds: linking leader-member exchange and coworker exchange on flourishing and the mediating role of thriving at work.Frontiers in psychology · 2026Article
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Authors and funding
2 authors.
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Abstract
Introduction: As academic demands intensify and institutional pressures increase, university-level English Language Teaching (ELT) instructors face growing risks to their psychological well-being. Understanding the factors that contribute to their well-being is essential for ensuring sustainable professional engagement. This study investigates the role of job satisfaction and teacher resilience in promoting psychological well-being among ELT instructors in higher education settings. Methods: A quantitative research design was employed, involving 173 ELT instructors working at universities in Türkiye. Data were collected through three validated instruments: the Teacher Job Satisfaction Scale, the Teacher Resilience Scale, and the Psychological Well-Being Scale. Multiple regression analyses were used to explore the predictive relationships among the variables. Results: Findings revealed that both job satisfaction and resilience significantly and positively predicted psychological well-being. Among the two, job satisfaction emerged as the strongest predictor. In addition, teacher resilience was found to partially mediate the relationship between job satisfaction and psychological well-being. Discussion: The results highlight the importance of fostering emotionally resilient and professionally satisfied ELT instructors. Institutional policies that enhance autonomy, promote professional development, and support well-being are critical for sustaining mental health and effective teaching performance in demanding higher education contexts.
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