Positive psychology to flourish professional well-being: A qualitative study of Indonesian English teachers’ perspective
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Published:
Apr 11, 2023
Keywords:
Burnout, ELT, Positive Psychology, Well-being
Main Article Content
(1) * Khumrotun Nadlifah
Universitas Negeri Surabaya
Indonesia
(2) Slamet Setiawan
Univeristas Negeri Surabaya
Indonesia
(3) Ahmad Munir
Univeristas Negeri Surabaya
Indonesia
(*) Corresponding Author
Abstract
A qualitative study has been conducted to explore and encourage Indonesian EFL teachers’ professional well-being using positive psychology. It used thematic analysis approach to scrutinize participants’ well-being and their perception of PP toward their teaching practices during the covid 19 outbreak. By having 4 participants, CATI (Computer Assisted-telephone Interview) was administered to do a semi structured interview since the mobilization was still low during the pandemic. The analyses disclosed that the 5 pillar components of PP or known as PERMA, namely, positive and negative emotions, engagement, relationship, meaningfulness, and achievement were found in participants’ responses to flourish their professional well-being. The results highlight that some elements of PERMA such as accomplishments and meaningfulness are not obtained yet since the participants are still in the process of achieving their most significant goals in their teaching career. Nevertheless, the other three elements, namely, positive emotion, engagement and relationship depicted clearly that all of them are stronger predictors in fulfilling their professional well being. Moreover, the distinctive learning environment, years of teaching, institutional policies and participants’ L1 did not show significant differences on how participants nurture their professional well-being. Thus, it is underlined that an EFL teacher’s professional well-being is not only acknowledged as a personal and subjective occurrence, but it is also influenced by collective and social phenomena in the EFL teacher’s teaching environment. Implications and profound understandings were discussed in this study.
HIGHLIGHTS:
- The analyses disclosed that the 5 pillar components of PP or known as PERMA, namely, positive and negative emotions, engagement, relationship, meaningfulness, and achievement were found in participants’ responses which flourish their professional well-being.
- The distinctive learning environment, years of teaching, institutional policies and participants’ L1 did not show significant differences on how participants nurture their professional well-being.
- Higher professional well-being of an educator can contribute to greater work performance by providing teachers with a sense of purpose, meaning, and fulfillment in their work.
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Nadlifah, K., Setiawan, S., & Munir, A. (2023). Positive psychology to flourish professional well-being: A qualitative study of Indonesian English teachers’ perspective. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1693
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Copyright (c) 2023 Khumrotun Nadlifah, Slamet Setiawan, Ahmad Munir
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications. https://doi.org/10.3316/qrj0602205
Derakhshan, A., Dewaele, J.-M., & Azari Noughabi, M. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, 102890. https://doi.org/10.1016/j.system.2022.102890
Dewaele, J.M., Chen, X., Padilla, A. M., & Lake, J. (2019). The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in Psychology, 10, 2128. https://doi.org/10.3389/fpsyg.2019.02128
Dörnyei, Z., & Csizér, K. (2005). The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of language and social psychology, 24(4), 327-357. https://psycnet.apa.org/doi/10.1177/0261927X05281424
Ergün, A. L. P., & Dewaele, J. M. (2021). Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian?. System, 99, 102506. https://doi.org/10.1016/j.system.2021.102506
Frederickson, B., L. (2001). The role of positive emotions inpositive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226. https://doi.org/10.1037/0003-066x.56.3.218
Fredrickson, B., L. (2013). Positive emotions broaden and build. In Advances in experimental social psychology, 47, 1–53. Academic press. https://doi.org/10.1016/b978-0-12-407236-7.00001-2
Frenzel, A.C. (2014). Teacher emotion. In Pekrun, R., & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 494–519). New York: Routledge. https://doi.org/10.4324/9780203148211.ch25
Froh, J. J., Yurkewicz, C., and Kashdan, T. B. (2009). Gratitude and subjective wellbeing in early adolescence: examining gender differences. J. Adolesc. 32, 633–650. https://doi.org/10.1016/j.adolescence.2008.06.006
Hagenauer, G., & Volet, S. (2014). I don’t think I could, you know, just teach without any emotion: Exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29, 240–262. https://doi.org/10.1080/02671522.2012.754929
Hagenauer, G., Hascher, T., & Volet, S.E. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30, 385–403. https://doi.org/10.1007/s10212-015-0250-0
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811–826. https://doi.org/10.1016/s0742-051x(00)00028-7
Helgesen, M. (2017). Jobs, careers and callings: Adapting positive psychology tasks for use in ESL/EFL and other language classes and teacher education. Innovative Practices in Language Teacher Education: Spanning the Spectrum from Intra-to Inter-personal Professional Development, 165-183. https://doi.org/10.1007/978-3-319-51789-6_8
Hidayat, R., Habibi, A., Mohd Saad, M. R., Mukminin, A., & Wan Idris, W. I. bin. (2019). Exploratory and confirmatory factor analysis of PERMA for Indonesian students in mathematics education programmes. Pedagogika, 132(4), 147–165. https://doi.org/10.15823/p.2018.132.9
Henry, A. (2021). Motivational connections in language classrooms: A research agenda. Language Teaching, 54(2), 221–235. https://doi.org/10.1017/S0261444820000026
Jiang, A. L., & Zhang, L. J. (2021). Teacher learning as identity change: the case of EFL teachers in the context of curriculum reform. TESOL Q. 55, 271–284. https://doi.org/10.1002/tesq.3017
Jin, Y., Dewaele, J.-M., & MacIntyre, P. D. (2021). Reducing anxiety in the foreign language classroom: A positive psychology approach. System, 101, 102604. https://doi.org/10.1016/j.system.2021.102604
King, J. (2016). “It’s time, put on the smile, it’s time!”: The emotional labour of second language teaching within a Japanese university. New directions in language learning psychology, 97-112. https://doi.org/10.1007/978-3-319-23491-5_7
Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36, 289–301. https://doi.org/10.1016/j.cedpsych.2011.07.001
Langer, E. (2002). Well-being: Mindfulness versus positive evaluation. In Handbook of positive psychology by C.R Snyder and Shane J. Lopez (pp. 214–230). Oxford University Press. https://perpus.univpancasila.ac.id/repository/EBUPT200950.pdf
Luengo Kanacri, B. P., Eisenberg, N., Thartori, E., Pastorelli, C., Uribe Tirado, L. M., Gerbino, M., & Caprara, G. V. (2017). Longitudinal relations among positivity, perceived positive school climate, and prosocial behavior in Colombian adolescents. Child development, 88(4), 1100-1114. https://doi.org/10.1111/cdev.12863
Lun, V. M. C., & Bond, M. H. (2013). Examining the relation of religion and spirituality to subjective well-being across national cultures. Psychology of Religion and Spirituality, 5(4), 304. https://doi.org/10.1037/a0033641
MacIntyre, P. D. (2016). So far so good: An overview of positive psychology and its contributions to SLA (pp. 3-20). Springer International Publishing. https://doi.org/10.1007/978-3-319-32954-3_1
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
MacIntyre, T. M., MacIntyre, S. E., & Francis, D. J. (Eds.). (2017). Educator stress: An occupational health perspective. New York, NY: Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-319-53053-6_20
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172. https://doi.org/10.14746/ssllt.2014.4.2.2
Maulana, H., Obst, T., & Khawaja, N. (2018). Indonesian perspective of wellbeing: A qualitative study. Qualitative Report, 23(12), Article-number. https://doi.org/10.46743/2160-3715/2018.3508
Mercer, S. (2017). Positive Psychology in SLA: An agenda for learner and teacher wellbeing. Australian Review of Applied Linguistics, 40(2), 108–120. https://doi.org/10.1075/aral.40.2.02mer
Mercer, S. (2018). Psychology for language learning: Spare a thought for the teacher. Language Teaching, 51(4), 504–525. https://doi.org/10.1017/s0261444817000258
Mercer, S., Oberdorfer, P., & Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers’ professional well-being. Positive psychology perspectives on foreign language learning and teaching, 213-229. https://doi.org/10.1007/978-3-319-32954-3_12
Muttaqin, J. (2021). Overcoming Challenges of Education Sector in Indonesia through Positive Psychology. Buletin Psikologi, 29(1), 14. https://doi.org/10.22146/buletinpsikologi.53038
Oxford, R. L. (2016a). 2 Toward a Psychology of Well-Being for Language Learners: The ‘EMPATHICS’Vision. In Positive psychology in SLA (pp. 10-88). Multilingual Matters. https://doi.org/10.21832/9781783095360-003
Oxford, R. L. (2016b). Powerfully positive: Searching for a model of language learner well-being. Positive psychology perspectives on foreign language learning and teaching, 21-37. https://doi.org/10.1007/978-3-319-32954-3_2
Postareff, L., & Lindblom-Ylänne, S. (2011). Emotions and confidence within teaching in higher education. Studies in Higher Education, 36, 799–813. https://doi.org/10.1080/03075079.2010.483279
Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Oecd, 1(1), 1-38. https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf
Samieh, N., & Mohsen, A. (2018). Flourishing EFL Learner’s Goal Setting and Self-regulation by Positive Psychology Intervention. Journal for the Study of English Linguistics, 6(1), 81. https://doi.org/10.5296/jsel.v6i1.13558
Seligman, M. E. P. (2011). Flourish. London: Nicholas Brealey Publishing.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Shoshani, A., & Slone, M. (2017). Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors. Frontiers in Psychology, 8, 1866. https://doi.org/10.3389/fpsyg.2017.01866
Soleimani, M., & Bolourchi, A. (2021). EFL Teachers' Job Satisfaction and Burnout in Iran. PASAA: Journal of Language Teaching and Learning in Thailand, 61, 229-252. https://eric.ed.gov/?id=EJ1304981
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