THE INTERRELATIONSHIP BETWEEN LANGUAGE TEACHER IMMUNITY, VISION, MOTIVATION, WELLBEING, AND TPACK
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This study investigated the interrelationship between language teacher immunity, vision, motivation, wellbeing, and Technological Pedagogical Content Knowledge (TPACK) among 183 English as a Foreign Language (EFL) teachers in Iran. Structural Equation Modeling (SEM) was employed to examine the relationships between these constructs. The results indicated a significant positive effect of language teacher wellbeing on immunity, TPACK, and motivation. Moreover, TPACK and vision were found to have a significant positive influence on motivation. However, the positive influence of immunity on motivation was not significant. Wellbeing was also found to have a positive impact on vision, with the mediating role of immunity, and on motivation through the mediating roles of immunity, vision, and TPACK. The influence of teaching context (public vs. private), teaching experience, and employment status (full-time vs. part-time) on these constructs was also examined. While a difference was noticed in the perception of the constructs by full-time vs. part-time teachers, the results did not differ significantly for teachers in public vs. private school settings or with varying teaching experience. The findings suggest the importance of considering the dynamic interplay of these factors in understanding language teacher motivation and have implications for teacher education and professional development.
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