Teaching with Resilience: Unpacking the Interplay Between Professional Competence and Teacher Immunity in EFL Contexts

Öz

This study investigates the relationship between professional competence and teacher immunity among in-service EFL teachers in Türkiye. Using a mixed-methods design, quantitative and qualitative data were collected from secondary and high school teachers. The quantitative phase measured perceived professional competence and teacher immunity, while the qualitative phase explored teachers’ views through interviews. Findings show that participants generally perceive themselves as professionally competent and report relatively high levels of teacher immunity. A moderate positive correlation was found, suggesting that higher competence is associated with stronger teacher immunity. Interview data supported this pattern, indicating that competence is often linked to confidence, emotional well-being, and motivation in daily teaching. Demographic variables (e.g., gender, age, and teaching experience) showed no significant effects in the main analyses, whereas undergraduate field was associated with differences in perceived professional competence. Overall, the study highlights the importance of addressing competence and teacher immunity as interconnected concepts in teacher education and professional development, with implications for supporting both instructional skills and teachers’ emotional sustainability in EFL contexts.

Anahtar Kelimeler

• Teacher immunity
• professional competence
• EFL teachers
• emotional resilience
• mixed-method research.

Dirençle Öğretmek: EFL Bağlamında Mesleki Yeterlik ile Öğretmen Bağışıklığı Arasındaki Etkileşimin İncelenmesi

Öz

Bu çalışma, Türkiye’de görev yapan hizmet içi İngilizce (EFL) öğretmenlerinin mesleki yeterlikleri ile öğretmen bağışıklıkları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Karma yöntem araştırma deseni benimsenen çalışmada, nicel ve nitel veriler ortaokul ve lise düzeyinde görev yapan öğretmenlerden toplanmıştır. Nicel aşamada öğretmenlerin algılanan mesleki yeterlikleri ve öğretmen bağışıklığı düzeyleri ölçülürken, nitel aşamada yarı yapılandırılmış görüşmeler yoluyla öğretmenlerin bu iki kavrama ilişkin görüşleri derinlemesine incelenmiştir. Bulgular, katılımcıların genel olarak kendilerini mesleki açıdan yeterli gördüklerini ve görece yüksek düzeyde öğretmen bağışıklığına sahip olduklarını göstermektedir. Ayrıca, mesleki yeterlik ile öğretmen bağışıklığı arasında orta düzeyde ve pozitif yönlü bir ilişki olduğu belirlenmiştir. Bu bulgu, mesleki yeterlik düzeyi arttıkça öğretmen bağışıklığının da güçlendiğine işaret etmektedir. Görüşme verileri de bu ilişkiyi desteklemiş; mesleki yeterliğin öğretmenlerin özgüvenleri, duygusal iyi oluşları ve öğretim motivasyonlarıyla yakından ilişkili olduğu ortaya konmuştur. Demografik değişkenler (cinsiyet, yaş ve öğretmenlik deneyimi gibi) temel analizlerde anlamlı bir farklılık yaratmazken, lisans mezuniyet alanının algılanan mesleki yeterlik düzeyleriyle ilişkili olduğu görülmüştür. Genel olarak çalışma, mesleki yeterlik ve öğretmen bağışıklığının öğretmen eğitimi ve mesleki gelişim süreçlerinde birbirinden bağımsız değil, ilişkili ve birlikte ele alınması gereken kavramlar olduğunu ortaya koymakta; EFL bağlamında hem öğretimsel becerilerin hem de öğretmenlerin duygusal sürdürülebilirliğinin desteklenmesine yönelik önemli çıkarımlar sunmaktadır.

Anahtar Kelimeler

• Öğretmen bağışıklığı
• mesleki yeterlik
• EFL öğretmenleri
• duygusal dayanıklılık
• karma yöntem araştırması

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