Han Wenjing
School of College English Teaching and Research, Henan University, Kaifeng, China.
Front Psychol. 2022 Feb 9;12:800417. doi: 10.3389/fpsyg.2021.800417. eCollection 2021.
Job satisfaction, resilience, and teacher well-being, as the three major psychological variables emotioncy- based education, have received special attention among English as a foreign language (EFL) researchers. To pursue the line of this inquiry, this particular study aimed to investigate the relationship between Chinese EFL teachers' job satisfaction, resilience, and their well-being. To conduct the study, 343 Chinese EFL teachers with different academic qualifications, various academic degrees, and different majors voluntarily participated in this study. The results of the study showed that job satisfaction and resilience could jointly predict 56.4 of the variance in psychological well-being. Both variables were the significant predictors of well-being, while job satisfaction was a better predictor, uniquely explaining 29.6 of well-being's variance. Based on the findings, some pedagogical implication for administrators, educational institutions, and EFL teachers were discussed in the article.
工作满意度、心理韧性和教师幸福感作为基于情感教育的三个主要心理变量，受到了外语教学（EFL）研究者的特别关注。为了沿着这条探究路线进行研究，本项具体研究旨在调查中国外语教师的工作满意度、心理韧性与他们的幸福感之间的关系。为开展此项研究，343名具有不同学历、学位和专业的中国外语教师自愿参与了本研究。研究结果表明，工作满意度和心理韧性能够共同预测心理幸福感56.4%的方差变异。这两个变量都是幸福感的显著预测因素，而工作满意度是更好的预测因素，单独解释了幸福感方差变异的29.6%。基于这些研究结果，本文讨论了对管理人员、教育机构和外语教师的一些教学启示。
