Transnational English language teacher wellbeing: An ecological perspective

KARIM SADEGHI; ROGHAYEH POURBAHRAM

doi:10.30827/portalin.viIX.29881

Autores/as

KARIM SADEGHI Dhofar University, Sultanate of Oman (Corresponding author)
ROGHAYEH POURBAHRAM Urmia University, Urmia, Iran https://orcid.org/0000-0002-8784-4868

DOI:

https://doi.org/10.30827/portalin.viIX.29881

Palabras clave:

profesores de inglés como lengua extranjera; ecología; institutos privados; psicología positiva; profesores transnacionales; bienestar

Resumen

La investigación sobre el bienestar del profesorado ha recibido recientemente una enorme atención, especialmente después de la pandemia en la que los docentes actuaron como amortiguadores del estrés en la sociedad. Sin embargo, hay un grupo de profesores que han escapado al examen de los investigadores. Los docentes transnacionales que abandonan su país de origen con la esperanza de una mejor oportunidad laboral son un grupo poco investigado, cuyo bienestar se ve potencialmente afectado por diversos factores. Este artículo tiene como objetivo descubrir cómo los cambios importantes en la vida profesional de los docentes transnacionales, como la inmigración, pueden influir en su bienestar desde una perspectiva ecológica utilizando la teoría del desarrollo humano de Bronfenbrenner (1979). Con este fin, se realizaron entrevistas en profundidad en línea con un grupo de profesores iraníes de inglés como lengua extranjera (N = 6) que emigraron a Turquía y trabajan en centros de educación secundaria. El análisis temático de las entrevistas revela niveles más satisfactorios de bienestar en estos docentes en comparación con sus homólogos que residen en Irán. Además, se identifican niveles mínimos de estrés en estos profesores que podrían manejarse mediante una planificación adecuada y técnicas como el lado positivo de la psicología positiva. En el artículo se analizan otros hallazgos que tienen implicaciones para los responsables educativos a la luz de la psicología positiva.

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