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Ebrahimi, Vajihe, Zarei, Abbas, Esfandiari, Rajab. (1405). Workplace Well-Being and Flourishing in Iranian EFL Teachers: A PERMA-Informed Mixed-Methods Examination. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijals.2026.54369.2580
Vajihe Ebrahimi; Abbas Ali Zarei; Rajab Esfandiari. "Workplace Well-Being and Flourishing in Iranian EFL Teachers: A PERMA-Informed Mixed-Methods Examination". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1405, -. doi: 10.22111/ijals.2026.54369.2580
Ebrahimi, Vajihe, Zarei, Abbas, Esfandiari, Rajab. (1405). 'Workplace Well-Being and Flourishing in Iranian EFL Teachers: A PERMA-Informed Mixed-Methods Examination', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijals.2026.54369.2580
Ebrahimi, Vajihe, Zarei, Abbas, Esfandiari, Rajab. Workplace Well-Being and Flourishing in Iranian EFL Teachers: A PERMA-Informed Mixed-Methods Examination. نشریه علمی دانشگاه سیستان و بلوچستان, 1405; (): -. doi: 10.22111/ijals.2026.54369.2580

Workplace Well-Being and Flourishing in Iranian EFL Teachers: A PERMA-Informed Mixed-Methods Examination

Iranian Journal of Applied Language Studies
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 تیر 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22111/ijals.2026.54369.2580
نویسندگان
Vajihe Ebrahimi1؛ Abbas Ali Zarei* 2؛ Rajab Esfandiari3
1Department of English Language Teaching, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran
2Imam Khomeini International University
3Department of English Language Teaching, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran.
چکیده
This mixed-methods study examined workplace well-being among Iranian EFL teachers using the Workplace PERMA framework. In the quantitative phase, 211 teachers from public high schools, private language institutes, or both sectors completed the PERMA Profiler. A two-way analysis of variance indicated a statistically significant main effect of gender on overall workplace well-being, while the main effect of working context and the interaction effect were not statistically significant. In the qualitative phase, semi-structured interviews with 50 teachers were analysed thematically to clarify how teachers construed the five PERMA pillars in their workplace lives. Positive emotion was primarily anchored in evidence of learner progress and affirmation, engagement was constructed as absorption and sustained curiosity toward pedagogy, and relationships were framed as collegial and classroom support that fostered psychological safety. The findings suggest that workplace flourishing among Iranian EFL teachers is not reducible to sector membership alone but is organised through instructional, relational, and professional cues that map onto PERMA dimensions. The study offers a PERMA-based account of workplace well-being that informs future modelling of teacher flourishing across diverse EFL ecologies.
کلیدواژه‌ها
PERMA؛ positive psychology؛ teacher psychology؛ workplace well-being
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تعداد مشاهده مقاله: 22


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