Exploring English Language Instructors’ Perspectives and Practices on Teacher Well-being

Basit Öğe Kaydı
dc.contributor.authorDemir, Bora
dc.date.accessioned2025-01-27T18:53:18Z
dc.date.available2025-01-27T18:53:18Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis qualitative research study investigates the perceptions of 104 English language instructors regarding the interplay between well-being and mental health within the context of higher education. The study employs content analysis to analyze responses gathered through semi-structured interviews adopted from O’Brien and Guiney (2019). The analysis of the collected data reveals a unanimous consensus among respondents that a profound link exists between well-being and mental health. English language instructors consistently emphasized the pivotal role of positive relationships in the workplace as the primary source of well-being. These findings underscore the significance of fostering a supportive and collegial atmosphere in the academic environment to enhance the overall well-being of instructors. Additionally, a majority of the participants expressed agreement with the notion that socialization and dedicating time for self-care constitute effective strategies for promoting well-being. This aspect of the study highlights the importance of both interpersonal connections and self-care practices as essential components of maintaining well-being among English language instructors in higher education. This research contributes valuable insights to the ongoing discourse surrounding staff well-being in higher education and emphasizes the need for institutions to prioritize initiatives that foster positive workplace relationships and encourage self-care practices to promote the overall well-being and mental health of instructors. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.
dc.identifier.doi10.1007/s41042-024-00178-x
dc.identifier.endpage1510
dc.identifier.issn2364-5040
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85197685640
dc.identifier.scopusqualityQ1
dc.identifier.startpage1491
dc.identifier.urihttps://doi.org/10.1007/s41042-024-00178-x
dc.identifier.urihttps://hdl.handle.net/20.500.12428/12665
dc.identifier.volume9
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer Nature
dc.relation.ispartofInternational Journal of Applied Positive Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_Scopus_20250125
dc.subjectEnglish language instructors; Positive psychology; Teacher well-being
dc.titleExploring English Language Instructors’ Perspectives and Practices on Teacher Well-being
dc.typeArticle

Dosyalar

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu