El bienestar transnacional de los profesores de inglés: Una perspectiva ecológica

Autores/as

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.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Alves, R., Lopes, T., & Precioso, J. (2021). Teachers’ well-being in times of Covid-19 pandemic: Factors that explain professional well-being. International Journal of Educational Research and Innovation, 15, 203–217. https://doi.org/https://doi.org/10.46661/ijeri.5120

Barbieri, B., Sulis, I., Porcu, M., & Toland, M. D. (2019). Italian teachers’ well-being within the high school context: Evidence from a large scale survey. Frontiers in Psychology, 10, 1–13. https://doi.org/10.3389/fpsyg.2019.01926

Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. Routledge.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Büro, G. (2022). Applications for Extension of Work Permits of Foreigners. Göçmen Büro. Retrieved June 22, 2023 from https://gocmenburo.com/en/applications-for-extension-of-work-permits-of-foreigners/

Clandinin, D. J., & Connelly, F. M. (2004). Narrative inquiry: Experience and story in qualitative research. John Wiley & Sons.

Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (2006). A life worth living: Contributions to positive psychology. Oxford University Press.

Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10(SEP), 1–13. https://doi.org/10.3389/fpsyg.2019.02128

Dörnyei, Z. (2018). Foreword. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology. Multilingual Matters.

Dreer, B. (2022). Teacher well-being: Investigating the contributions of school climate and job crafting. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2044583

Ebadijalal, M., & Moradkhani, S. (2022). Understanding EFL teachers’ wellbeing: An activity theoretic perspective. Language Teaching Research, 1–22. https://doi.org/10.1177/13621688221125558

Falk, D., Shephard, D., & Mendenhall, M. (2022). “I always take their problem as mine” – Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts. International Journal of Educational Development, 95, 102670. https://doi.org/https://doi.org/10.1016/j.ijedudev.2022.102670

Gillespie, N. A., Walsh, M., Winefield, A. H., Dua, J., & Stough, C. (2001). Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress. Work & Stress, 15(1), 53–72.

Greenier, V. & Connor, A. (in press). Exploring the wellbeing and identity of EMI lecturers at a UK university’s international branch campus. In A. Feryok & R. Askaribigdeli (Eds.), Language teacher identity and well-being. Multilingual Matters.

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. https://doi.org/10.1016/j.system.2020.102446

Gregersen, T., MacIntyre, P. D., & Macmillan, N. (2020). Dealing with the emotions of teaching abroad: Searching for silver linings in a difficult context. In Ch. Gkonou, J. M. Dewaele, & J. King (Eds.), The emotional rollercoaster of language teaching (pp. 228–246). Multilingual Matters. https://doi.org/10.21832/9781788928342-017

Gregersen, T., Mercer, S., MacIntyre, P., Talbot, K., & Banga, C. A. (2020). Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts. Language Teaching Research, 24, 1–22. https://doi.org/10.1177/1362168820965897

Hack-Polay, D. (2012). When home isn’t home: A study of homesickness and coping strategies among migrant workers and expatriates. International Journal of Psychological Studies, 4(3), 62–72.

Hapsari, A. G. S. (2020). Investigating non-formal EFL teachers’ wellbeing in an English course in Yogyakarta, Indonesia. Language Circle: Journal of Language and Literature, 14(2), 168–175. https://doi.org/10.15294/lc.v14i2.22828

Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180–187. https://doi.org/10.1016/j.jad.2018.08.080

Härkönen, U. (2007). The Bronfenbrenner ecological systems theory of human development. Scientific articles of V International conference, 1-19.

Hiver, P. (2018). Teach strong: The power of teacher resilience for L2 practitioners. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 231-246). Multilingual Matters.

Hofstadler, N., Babic, S., Lämmerer, A., Mercer, S., & Oberdorfer, P. (2021). The ecology of CLIL teachers in Austria–an ecological perspective on CLIL teachers’ wellbeing. Innovation in Language Learning and Teaching, 15(3), 218–232. https://doi.org/10.1080/17501229.2020.1739050

Işıklı, C., & Tarakçıoğlu, A. Ö. (2017). Investigating problems of English literature teaching to EFL high school students in Turkey with focus on language proficiency. Dergipark, 13(2), 82–95. https://dergipark.org.tr/en/download/article-file/440756

Jin, J., Mercer, S., Babic, S., & Mairitsch, A. (2021). ‘You just appreciate every little kindness’: Chinese language teachers’ wellbeing in the UK. System, 96, 102400. https://doi.org/10.1016/j.system.2020.102400

Kern, M. L., Waters, L., Adler, A., & White, M. (2014). Assessing employee wellbeing in schools using a multifaceted approach: Associations with physical health, life satisfaction, and professional thriving. Psychology, 05(06), 500–513. https://doi.org/10.4236/psych.2014.56060

Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.

Leiter, M.P. and Maslach, C. (1999). Six areas of work-life: A model of the organizational context of burnout. Journal of Health and Human Resources Administration, 21, 472–489.

MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352

MacIntyre, P. D., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C. A. (2019). Stressors, personality and wellbeing among language teachers. System, 82, 26–38. https://doi.org/10.1016/j.system.2019.02.013

Mairitsch, A., Babic, S., Mercer, S., Sulis, G., Jin, J., & King, J. (2021). Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK. Teaching and Teacher Education, 106, 103452. https://doi.org/10.1016/j.tate.2021.103452

McKay, L., & Barton, G. (2018). Exploring how arts-based reflection can support teachers’ resilience and well-being. Teaching and Teacher Education, 75, 356–365. https://doi.org/10.1016/j.tate.2018.07.012

Mercer, S. (2021). An agenda for well-being in ELT: An ecological perspective. ELT Journal, 75(1), 14–21.

Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press.

Mercer, S., Gregersen, T. (2023). Transformative positive psychology in the acquisition of additional languages. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2023.2194869

Nabe-Nielsen, K., Christensen, K. B., Fuglsang, N. V., Larsen, I., & Nilsson, C. J. (2022). The effect of COVID-19 on schoolteachers’ emotional reactions and mental health: longitudinal results from the CLASS study. International Archives of Occupational and Environmental Health, 95(4), 855–865. https://doi.org/10.1007/s00420-021-01806-8

Over 2 million Iranians may visit Turkey this year: Association - Türkiye News. (2022b, March 2). Hürriyet Daily News. Retrieved June 22, 2023 from https://www.hurriyetdailynews.com/over-2-million-iranians-may-visit-turkey-this-year-association-171902#:~:text=Promising%20indicators%20coming%20from%20the,COVID%2D19%20pandemic%20broke%20out.

Pennington, M. C., & Hoekje, B. J. (2014). Framing English language teaching. System, 46, 163–175. https://doi.org/10.1016/J.SYSTEM.2014.08.005

Peterson, C. (2006). A primer in positive psychology. Oxford University Press.

Pourbahram, R., & Sadeghi, K. (2022). English as a foreign language teachers’wellbeing amidst COVID-19 pandemic. Applied Research on English Language, 11(4), 77–98. https://doi.org/10.22108/ARE.2022.132648.1858

Sadeghi, K. & Richards, J. (2016). The idea of English in Iran: an example from Urmia. Journal of Multilingual and Multicultural Development, 37(4), 419-434. DOI: 10.1080/01434632.2015.1080714

Salehi, M., & Neysani, A. (2017). Receptive intelligibility of Turkish to Iranian-Azerbaijani speakers. Cogent Education, 4(1), 1326653. https://doi.org/10.1080/2331186X.2017.1326653

Seligman, M. E.(2011). Flourish: A visionary new understanding of happiness and well-being (1st Free Press hardcover ed). Free Press.

Sharwood Smith, M. (2017). Introducing language and cognition. A map of the mind. Cambridge: Cambridge University Press.

Shin, S., Mercer, S., Babic, S., Sulis, G., Mairitsch, A., King, J., & Jin, J. (2021). Riding the happiness curve: the wellbeing of mid-career phase language teachers. The Language Learning Journal, 1–13. https://doi.org/10.1080/09571736.2021.1979632

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611.

Song, H., Gu, Q., & Zhang, Z. (2020). An exploratory study of teachers’ subjective wellbeing: understanding the links between teachers’ income satisfaction, altruism, self-efficacy and work satisfaction. Teachers and Teaching: Theory and Practice, 26(1), 3–31. https://doi.org/10.1080/13540602.2020.1719059

Songhori, M. H., Ghonsooly, B., & Afraz, S. (2020). Immunity among Iranian EFL Teachers: Sources, impacts, and the developmental path. Journal of Language Horizons, 4(2), 211.

Wang, I. K. H. (2022). Toward an ecological understanding of transnational Chinese language teachers’ professional wellbeing in the United Kingdom. Frontiers in Psychology, 13(April), 1–16. https://doi.org/10.3389/fpsyg.2022.877289

Wang, X., & Chen, Z. (2022). “It hits the spot”: The impact of a professional development program on English teacher wellbeing in underdeveloped regions. Frontiers in Psychology, 13(June). https://doi.org/10.3389/fpsyg.2022.848322

Wang, Y., L., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.731721

Wong, C.-Y., Pompeo-Fargnoli, A., & Harriott, W. (2021). Focusing on ESOL teachers’ well-being during COVID-19 and beyond. ELT Journal, 1–10. https://doi.org/10.1093/elt/ccab069

World Bank Open Data. (n.d.). World Bank Open Data. Retrieved June 22, 2023 from https://data.worldbank.org/indicator/FP.CPI.TOTL.ZG?end=2022&locations=TR

Descargas

Publicado

25-01-2024

Cómo citar

SADEGHI , K., & POURBAHRAM, R. (2024). El bienestar transnacional de los profesores de inglés: Una perspectiva ecológica. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (IX), 135–152. https://doi.org/10.30827/portalin.viIX.29881