Sadraei Faegheh Sadat, Ebrahimi Zahra, Xodabande Ismail
Islamic Azad University, Science & Research Branch, Tehran, Iran.
Islamic Azad University, Shiraz, Iran.
Heliyon. 2024 Aug 18;10(16):e36444. doi: 10.1016/j.heliyon.2024.e36444. eCollection 2024 Aug 30.
This qualitative study examined the experiences of early career language teachers in Iran, exploring the complex interplay between perfectionism, emotion regulation, and their implications for teacher well-being and retention. In this regard, through in-depth interviews with 15 participants, the study provided insights on how self-oriented and socially prescribed perfectionism might affect teachers' sense of well-being. The study findings revealed that while self-oriented perfectionism was associated with a drive for professional growth and job satisfaction, socially prescribed perfectionism contributed to heightened stress and a contemplation of leaving the profession. The study also highlighted the pivotal role of emotion regulation strategies, particularly cognitive reappraisal, in dealing with the emotional demands of teaching, thereby supporting teachers' well-being. Findings also suggested that supportive work environments, opportunities for professional development, and a sense of autonomy are crucial for fostering teacher well-being and encouraging retention. Drawing on relevant theoretical literature, the research emphasizes that addressing the challenges of perfectionism through supportive organizational factors and effective emotion regulation can significantly enhance early career teachers' job satisfaction and commitment to the profession. In light of these findings, the study advocates for targeted interventions that promote a supportive teaching environment, focusing on the development of emotion regulation skills and reducing the pressures of socially prescribed perfectionism. By providing insights into the lived experiences of early career language teachers, this study contributes to our understanding of the factors that might influence teacher attrition, and underscores the importance of nurturing teacher well-being to ensure their retention in the educational sector.
这项定性研究考察了伊朗初入职场的语言教师的经历，探讨了完美主义、情绪调节之间的复杂相互作用，以及它们对教师幸福感和留任意愿的影响。在这方面，通过对15名参与者的深入访谈，该研究就自我导向型完美主义和社会规定型完美主义如何可能影响教师的幸福感提供了见解。研究结果显示，虽然自我导向型完美主义与职业成长动力和工作满意度相关，但社会规定型完美主义会导致压力增加和对离职的考虑。该研究还强调了情绪调节策略，尤其是认知重评，在应对教学中的情感需求方面的关键作用，从而支持教师的幸福感。研究结果还表明，支持性的工作环境、专业发展机会和自主感对于促进教师幸福感和鼓励留任至关重要。借鉴相关理论文献，该研究强调，通过支持性的组织因素和有效的情绪调节来应对完美主义的挑战，可以显著提高初入职场教师的工作满意度和对职业的承诺。鉴于这些发现，该研究提倡有针对性的干预措施，以促进支持性的教学环境，重点是培养情绪调节技能和减轻社会规定型完美主义的压力。通过深入了解初入职场语言教师的实际经历，本研究有助于我们理解可能影响教师流失的因素，并强调培养教师幸福感以确保他们留在教育领域的重要性。
