Continuous Professional Development and its effects on resilience and job satisfaction in L2 teaching staff

Aydan Irgatoğlu; Özkan Kirmizi; Hatem Öcel Collen

doi:10.30827/portalin.vi46.25988

Authors

Aydan Irgatoğlu Ankara Haci Bayram Veli University (Corresponding author) https://orcid.org/0000-0002-0773-4619
Özkan Kirmizi Karabuk University https://orcid.org/0000-0003-3419-8257
Hatem Öcel Collen United International Business School

DOI:

https://doi.org/10.30827/portalin.vi46.25988

Keywords:

EFL teacher satisfaction, professional development, contextual factors, resilience

Abstract

The present study explored the potential mediating role of participation in continuous professional development (CPD) activities on the relation among contextual factors, resilience, teacher job satisfaction. Job satisfaction is conceived as the dependent variable in the present study. The participants were 300 in-service EFL teachers, employed in various schools at elementary, high school and university levels. To collect data, four data collection tools were used. The first tool is Professional Development Scale (PDS), developed by de Vries et al. (2010). There are three sub-dimensions in this tool: (1) updating activities section, (2) reflective activities, and (3) collaborative activities. The second tool utilized in the present study was Perceived School Context Scale (PSCS), developed by Skaalvik and Skaalvik (2010), which consists of sections like time pressure, autonomy, discipline problems, and supervisory support. The third research tool was the Resilience Scale, which was developed by Connor–Davidson (2003). Finally, the Teacher satisfaction Scale, developed by Ho and Au's (2006), was used to measure teacher satisfaction. The results indicate that primary predictors of CPD are resilience, education level, autonomy, as well as educational background and updating activities mediate the relation between resilience and teacher satisfaction.

Downloads

Download data is not yet available.

Author Biographies

Aydan Irgatoğlu, Ankara Haci Bayram Veli University (Corresponding author)

Dr. Aydan Irgatoğlu works as an associate professor at the School of Foreign Languages of Ankara Haci Bayram Veli University. She is also working there as vice president. She worked at Başkent University for 10 years and she also worked as the head of the Department of Translation and Interpreting at Başkent University.

Özkan Kirmizi, Karabuk University

Dr. ÖzkanKırmızı completed his B.A. at Hacettepe University, English Language Teaching Department. He alsofinished his M.A. and doctoral degree from the same department at Hacettepe University. He started working asan “assistant professors” in 2012 and became an Assoc. Prof. in March, 2018. Currently, he is working at KarabukUniversity English Language and Literature Department. His interest areas are L2 teacher development, preservice EFL teacher education, and intercultural communicative competence.

Hatem Öcel Collen, United International Business School

Dr. Hatem Öcel Collen works as a professor at the United International Business School, Brussels, Belgium.

References

Afshar, H. S. & Doosti, M. (2015). An investigation into factors contributing to Iranian secondary school English teachers’ job satisfaction and dissatisfaction, Research Papers in Education, 10.1080/02671522.2015.1037335.

Ainsworth, S. & Oldfield, J. (2019). Quantifying teacher resilience: context matters, Teaching and Teacher Education, 82, 117–128.

Aliakbari, M., Khany, R., & Adibpour, M. (2019). EFL teachers’ reflective practice, job satisfaction, and school context variables: exploring possible relationships. Tesol Journal, 11(1). https://doi.org/10.1002/tesj.461

Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291–307. https:// doi.org/10.1007/s10984-015-9198-x.

Atmaca, Ç. (2017). A burning issue among English teachers: Reflections of in-service teachers on job satisfaction and burnout. ELT Research Journal, 6(1), 89–115.

Atmaca, Ç., Rızaoglu, F. Türkdogan, T. & Yaylı, D. (2020). An emotion-focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education 90, 1-13 https://doi.org/10.1016/j.tate.2020.103025

Badia, G. (2018). Forty ways to survive IL instruction overload; or, how to avoid teacher burnout. College & Undergraduate Libraries, 25(1), 65e71. https:// doi.org/10.1080/10691316.2017.1364077.

Badri, M.A. Mohaidat, J. Ferrandino, V., & Mourad, T.E. (2013). The social cognitive model of job satisfaction among teachers: testing and validation. International Journal of Educational Research, 57, 12–24.

Baitleuova, L., Irgatoğlu, A., & Aliakbarova, A. (2025). Through students’ and lecturers’ eyes: Kazakhstani medical students’ needs and self-efficacy beliefs in learning English. Novitas-ROYAL (Research on Youth and Language), 19(1), 1–20. https://doi.org/10.5281/zenodo.15210243

Beltman, S. (2015). Teacher professional resilience: thriving, not just surviving. In N. Weatherby-Fell (Ed.), Learning to Teach in the Secondary School, 20–38. Cambridge University Press.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what teachers think, know, believe, and do. Language Teaching, 36, 81–109. https://doi.org/10.1017/S0261444803001903.

Bruic, I. & Moe, A. (2020). What makes teachers enthusiastic: the interplay of positive affect, self-efficacy, and job satisfaction. Teaching and Teacher Education, 89, 1–10.

Brunetti, G. (2006). Resilience under fire: Perspectives on the work of experienced, inner-city high school teachers in the United States. Teaching and Teacher Education, 22, 812–825. 10.1016/j.tate.2006.04.027.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology, 104(4), 1189.

Connor, K.M., & Davidson, J.R. (2003). Development of a new resilience scale: The Connor-Davidson resilience scale (CD-RISC). Depress Anxiety, 18(2), 76–82. 10.1002/da.10113.

De Vries, S., Beijaard, D., & Buitink, J. (2008). Learning in the context of ‘co-creation of educational practices. In J. Ax, & P. Ponte (Eds.), Critiquing praxis (pp. 163-179). Sense Publishers.

Demir Polat, D. & İskender, M. (2018). Exploring teachers' resilience in relation to job satisfaction, burnout, organizational commitment, and perception of organizational climate. International Journal of Psychology and Educational Studies, 5(3), 1-13

Derakhshan, A., Dewaele, J-M, & Azari Noughabi, M. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, 102890. https://doi.org/10.1016/j.system.2022.102890

Dijkstra, E. M. (2009). What is the professionalism of the contemporary educational professional? Master thesis. Rijksuniversiteit Groningen.

Durksen, T.L., Klassen, R.M., & Daniels, L.M. (2017). Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 67, 53-66.

Düzler, A., & Ekizer, F. N. (2025). An investigation into the interrelationships among English language self-efficacy speech anxiety and self-esteem a case study of university preparatory students. IJETS International Journal Of Education Technology And Science, 12(1).

Ekizer, F. N., & Cephe, P. T. (2017). Actualization of the onion model of reflection in Turkish English Language instructors practices A case study. Educational Research and Reviews, 12(2), 62–72.

Ekizer, F. N., & Aker, H. (2025). Perceptions of organizational citizenship behaviours of EFL instructors an example of state university in Konya. International Journal of Organizational Leadership, 10(3).

Entesari, E., Yousefi, M. H., & Eslami, H. (2020). A mixed-method study of Iranian EFL teachers’ achieving resiliency: implications for teacher development. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 15. https://doi.org/10.1186/s40862-020-00096-w

Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching and Learning, 8, 27–42.

Ghavifekr, S., & Pillai, N. S. (2016). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17(1), 87–106. https://doi.org/10.1007/s12564-015-9411-8.

Gkonou, C., Dewaele, J.-M., & King, J. (Eds.). (2020). The emotional rollercoaster of language teaching. Bristol, Multilingual Matters.

Göregenli, M. (1997). Individualist-collectivist tendencies in a Turkish sample. Journal of Cross-Cultural Psychology, 28(6), 787-794.

Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: a case of British and Iranian English language teachers. System, 97, 102446. https://doi.org/10.1016/j.system.2020.102446

Gu, Q. (2018). (Re) Conceptualizing teacher resilience: A social-ecological approach to understanding teachers’ professional worlds, In M. Wosnitza, F. Peixoto, S. Beltman, C. F. Mansfield (eds.), Resilience in Education Concepts, Contexts, and Connections, Springer.

Gu, Q., & Li, Q. (2013). Sustaining resilience in times of change: Stories from Chinese teachers. Asia-Pacific Journal of Teacher Education, 41(3), 288–303. https://doi.org/10.1080/1359 866X.2013.809056.

Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. 10.1080/01411926.2011.623152

Hayes, J. R. (2013). The complete problem solver. Routledge.

Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford publications.

Hayes, A. F., & Scharkow, M. (2013). The relative trustworthiness of inferential tests of the indirect effect in statistical mediation analysis: Does method matter? Psychological Science, 24(10), 1918-1927.

Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690. https://doi.org/10.1111/modl.12433

Hiver, P., & Dornyei, Z. (2015). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405–423. https://doi.org/10.1093/applin/amv034

Ho, C. L., & Au, W. T. (2006). Teaching satisfaction scale: measuring job satisfaction of teachers. Educational and Psychological Measurement, 66, 172–185. https://doi.org/10.1177/0013164405278573.

Irgatoğlu, A., & Kırmızı, Ö. (2023). Pre-service EFL teachers’ immunity perceptions concerning their perceived teacher commitment levels. Novitas-ROYAL (Research on Youth and Language), 17(2), 95–111. https://doi.org/10.5281/zenodo.10015834

Iwu, C.G., Ezeuduji, I.O., Iwu, I.C., Ikebuaku, K., & Tengeh, R.K. (2018). Achieving quality education by understanding teacher job satisfaction determinants. Social Sciences, 7(2), 25, https://www.mdpi.com/2076-0760/7/2/25

Jensen, M.T. & Solheim, O.J. (2020). Exploring associations between supervisory support, teacher burnout, and classroom emotional climate: The moderating role of pupil-teacher ratio. Educational Psychology, 40(3), p367-388.

Jia, H., & Derakhshan, A. (2023). Chinese English teachers’ professional identity and commitment and their associations with their professional success. Porta Linguarum, 41, 47–64. https:// doi.org/10.30827/portalin.vi2023c.29625

Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: the effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39.

Just, H. D. (1999). Hardiness: Is it still a valid concept? ERIC, ED 436 704.

Khanshan, S. K., & Yousefi, M. H. (2020). The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines, and EFL teachers. Asian-Pacific Journal of Second and Foreign Language Education,. 5, 1–20. doi: 10.1186/ s40862-020-0080-8.

Kim, Y., & Kim, T. Y. (2024). The interplay of teacher resilience and professional development: The case of two beginning EFL teachers in South Korea, Porta Linguarum Revista (Special Issue), 173-192, https://doi.org/10.30827/portalin.viIX.29889

Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31, 163-195.

Kwakman, K. (1999). Teacher learning throughout the career. Doctoral dissertation. University of Nijmegen.

Li, Q. Gu, Q. & He, W. (2019a). Resilience of Chinese teachers: why perceived work conditions and relational trust matter, measurement. Interdisciplinary Research and Perspectives, 17(3), 143-159, 10.1080/15366367.2019.1588593

Li, R. Liu, H. Chen, Y. & Yao, M. (2019b). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience, Current Psychology, 3. https://doi.org/10.1007/s12144-019-00575-5

Liu, H., & Chu, W. (2022). Exploring EFL teacher resilience in the Chinese context. System, 105, 102752. https://doi.org/10.1016/j.system.2022.102752

Liu, S., Yüce, E., Solhi, M., Şahin, K., & Azari Noughabi, M. (2024). The relationship between language teachers’ enthusiasm and job satisfaction: investigating the mediating role of foreign language teaching enjoyment. Journal of Multilingual and Multicultural Development, 1-16.

Lopes, J., & Oliviera, C. (2020). Teacher and school determinants of teacher job satisfaction: a multilevel analysis. School effectiveness and school improvement. An International Journal of Research, Policy and Practice, 31(4), 641–659.

Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M., & Keller, R. (2021). Teachers' perceived time pressure, emotional exhaustion, and the role of social support from the school principal. Social Psychology of Education, 24, 441–464. https://doi.org/10.1007/s11218-020-09605-8

Madero, C. (2019). Secondary teacher’s dissatisfaction with the teaching profession in Latin America: the case of Brazil, Chile, and Mexico. Teachers and Teaching, 25(3), 358-378, https://doi.org/10.1080/13540602.2019.1587402

Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: an evidenced informed framework. Teaching and Teacher Education, 54, 77–87.

Minott, M. A. (2010). Reflective teaching and how it aids in coping with heavy workloads, mandated policies, and disagreements with colleagues. Current Issues in Education, 13(1), 1–29. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/225/127

Okeke, Ch. I. & Mtyuda, P. N. (2017). Teacher job dissatisfaction: implications for teacher sustainability and social transformation. Journal of Teacher Education for Sustainability, 19(1), 54–68. https://doi.org/10.1515/jtes-2017- 0004

Ong, A. D., Bergeman, C. S., Bisconti, T. L. & Wallace, K. A. (2006). Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91(4), 730-749.

Parker, G. (2015). Teachers’ autonomy. Research in Education, 93(1), 19–33.

Pepe, A., Addimando, L., & Veronese, G. (2017). Measuring teacher job satisfaction: Assessing invariance in the teacher job satisfaction scale (TJSS) across six countries. Europe’s Journal of Psychology, 13(3), 396–416. https://doi.org/10.5964/ejop.v13i3.1389

Piasecka, L. (2016). Teaching Matters: Enjoyment and Job Satisfaction. In D. Gałajda, P. Zakrajewski, and M. Pawlak (eds.), Researching Second Language Learning and Teaching from a Psycholinguistic Perspective: Studies in Honour of Danuta Gabryś-Barker, 167–182, Springer

Polat, D.D. & İskender, M. (2018). Exploring teachers' resilience in relation to job satisfaction, burnout, organizational commitment, and perception of organizational climate. International Journal of Psychology and Educational Studies, 5(3), 1-13

Qi, J., & Derakhshan, A. (2023). Chinese EFL teachers’ desire to attend professional development programs: Exploring the role of job satisfaction and organizational commitment. Porta Linguarum, 41, 311–327. https://doi.org/10.30827/portalin.vi2023c.29656

Rezaee, A., Khoshsima, H., Zare-Bahtash, E., & Sarani, A. (2018). A Mixed Method Study of the Relationship between EFL Teachers' Job Satisfaction and Job Performance in Iran. International Journal of Instruction, 11(4), 577-592.

Roser, M. (2019). Teachers and professors. Published online at OurWorldInData.org. https://ourworldindata.org/teachers-and-professors.

Ronfeldt, M., Owens Farmer, S., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52, 475–514. http://dx.doi.org/10.3102/ 0002831215585562.

Rutherford, T., Long, J. J., & Farkas, G. (2017). Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention. Contemporary Educational Psychology, 51, 22–36. https://doi.org/10.1016/j.cedpsych.2017. 05.005.

Sadeghi, K., Ghaderi, F. & Abdollahpour, Z. (2021). Self-reported teaching effectiveness and job satisfaction among teachers: the role of subject matter and other demographic variables. Heliyon, 7(6), 1–8.

Sahin, F. T. & Sak, R. (2016). A Comparative study of male and female early childhood teachers' job satisfaction in Turkey. Early Childhood Education Journal, 44, 473–481. https://doi.org/10. 1007/s10643-015-0738-x

Sahito, Z. & Vaisanen, P. (2019). A literature review on teachers’ job satisfaction in developing countries: recommendations and solutions for the enhancement of the job. Review of Education, 8(1), 3-34.

Salokangas, M. & Wermke, W. (2020). Unpacking autonomy for empirical comparative investigation. Oxford Review of Education, 18. 10.1080/03054985.2020.1733514

Shoshani, A., & Eldor, L. (2016). The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research, 79, 52–63. https://doi.org/10.1016/j.ijer.2016.06.007.

Simón, C., & Alonso-Tapia, J. (2016). Positive classroom management: Effects of disruption management climate on behavior and satisfaction with teacher. Revista de Psicodidáctica, 21(1), 65–86. https://doi.org/10.1387/RevPsicodidact.13202.

Sims, S. (2017). TALIS 2013: Working conditions, teacher job satisfaction and retention. Department for Education Statistical Working Paper. Department of Education

Skaalvik, E.M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524.

Skaalvik, E.M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26(4), 1059-1069.

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.

Sultana, A., Sarker, M. N. I. & Prodhan, A. S. (2017). Job satisfaction of public and private primary school teachers of Bogra District in Bangladesh. Journal of Sociology and Anthropology, 1(1), 41–46.

Tajik, L., & Ranjbar, K. (2018). Reflective teaching in ELT: obstacles and coping strategies. Research in Applied Linguistics, 9(1), 148–169. https://doi.org/10.22055/rals.2018.13409

Tamar C.L. (2020). Information overload, time pressure, and organizational patterns as perceived by Israeli school staff. International Journal of Leadership in Education, 23(5), 514-537, 10.1080/13603124.2019.1591517

Tibshirani, R. J., & Efron, B. (1993). An introduction to the bootstrap. Monographs on Statistics and Applied Probability, 57, 1–436.

Toropova, A., Myrbreg, E., & Johansson, S., (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review 73(1), 71–97.

Troeschi L.M. & Bauer, C.E. (2017). Second career teachers: job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, 67, 389-398.

Vangrieken, K., Grosemans, I., Dochy, F., & Kyndt, E. (2017). Teacher autonomy and collaboration: a paradox? Conceptualizing and measuring teachers' autonomy and collaborative attitude. Teaching and Teacher Education, 67, 302-315. https://doi.org/10.1016/j.tate.2017.06.021

Vangrieken, K. & Kyndt, E. (2020). The teacher as an island? A mixed-method study on the relationship between autonomy and collaboration. European Journal of Psychology of Education, 35, 177–204, https://doi.org/10.1007/s10212-019-00420-0

Wen, Q., & Zhang, H. (2020). China going global: Challenges and responses in English as a foreign language teaching and teacher education. In A. B. M. Tsui (Ed.), English language teaching and teacher education in East Asia: A global challenges and local responses (pp. 1113–1134). New York: Cambridge University Press

Yurttadur, O. (2015). A modernist approach to the postmodern period in Turkish and Western painting. idil, 4(16), s.125-132.

Yurttadur, O., Bayrakdar T., & Gürbüz A. (2022). Resim sanatçılarının eserlerinde mekan ve renk kavramına dair bir inceleme. Kalemişi, 21. 119–134. doi: 10.7816/kalemisi-10-21-03

Zhang, H., Shi, Y., & Teng, L. S. (2024). Exploring relationships of job satisfaction and burnout with turnover intention among Chinese English language teachers. The Asia-Pacific Education Researcher, 33(3), 587-601.