The Association of Experienced in-service EFL teachers' immunity with engagement, emotions, and autonomy

The construct of language teacher immunity has recently been introduced as a robust protective armor allowing language teachers to take on challenges within classroom context. However, due to the novelty of the concept, scant research attention has been given to the predictors of language teacher immunity, especially in English as a Foreign Language (EFL) contexts. Thus, this study aimed to investigate the association between autonomy, emotions, engagement, and immunity of experienced in-service EFL teachers (N = 390) in the Iranian context. After collecting data through four electronic questionnaires, standard multiple regression analysis was performed. The results indicated that autonomy, emotions, and engagement could be significant predicators of language teacher immunity. More specifically, the findings suggested that teacher autonomy had the strongest explanatory power in predicting experienced in-service EFL teachers' immunity. In addition, regarding the inextricable connection between EFL teachers' immunity, autonomy, engagement, and emotions, the centrality of language teacher immunity was underscored. These findings contribute to the field of teacher education by depicting the areas on which educators should focus to develop EFL teachers' immunity. The findings imply that providing experienced EFL teachers with opportunities to exercise autonomy, demonstrate commitment, and regulate emotions through teacher education courses can be helpful to facilitate their productive immunity development. Finally, suggestions for future research are offered.

Automated summary

This study aimed to investigate the association between autonomy, emotions, engagement, and immunity of experienced in-service EFL teachers in the Iranian context. The results indicated that autonomy, emotions, and engagement could be significant predictors of language teacher immunity.