Investigating Language Teacher Immunity in Terms of Challenges and Opportunities for Professional Development

Abstract

This study seeks to determine the psychological immunity levels of English language teachers and the variables that may affect their psychological immunity, whether it be adaptive or maladaptive. The study also aims to offer light on the perceived teacher immunity of EFL instructors with regard to professional teacher development as well as the possibilities and obstacles they might encounter in their career. Two phases of data collection were used in a mixed method research design to accomplish the study's objectives. A 6-point Likert-type scale with 39 items was used in the first phase of the quantitative research to collect data from university EFL instructors who were currently employed at foundation and public universities in the southern region of Türkiye. 15 open-ended questions were posed during the qualitative phase. The quantitative data showed that, with a 3.76 average point, 117 participant teachers are around halfway through immunity. The findings of the MANOVA test showed a statistically significant relationship between immunity level and gender, degree, and kind of university instructors teach at. Additionally, the qualitative data showed that teacher immunity is positively impacted by participation in professional development activities, pursuing lifelong learning in trying circumstances, and academic collegiality.

Keywords

• complex dynamic systems theory
• coping
• English language teacher immunity
• professional development resilience
• teacher motivation

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