Proposal Information

This study investigates English as a Foreign Language (EFL) teachers’ occupational stress and Language Teacher Immunity (LTI) in Iran, aiming to identify distinct profiles of stress and immunity and explore how these patterns relate to teachers’ biographical characteristics and coping strategies. Teacher well-being is a critical factor for instructional quality and learner success, yet teaching remains a highly demanding profession prone to burnout. These challenges are intensified in EFL contexts where sociocultural, ideological, and institutional constraints shape teachers’ professional lives. Language Teacher Immunity has been proposed as a mechanism that enables teachers to adapt to stressors and maintain professional functioning despite systemic pressures.

Research Aim and Research Questions

Addressing a gap in the literature, this study seeks to develop a typology of Iranian EFL teachers based on occupational stress and LTI and to examine how these profiles are associated with individual characteristics and coping strategies. The research is guided by the following questions:

1. What distinct stress and immunity profiles can be identified among Iranian EFL teachers?
2. Which biographical factors predict membership in these profiles among Iranian EFL teachers?
3. How do Iranian EFL teachers within each profile interpret stressors and enact coping strategies under socio-political and institutional constraints?

By answering these questions, the study moves beyond reporting average levels of stress and immunity and instead provides a differentiated understanding of how these constructs co-occur and influence teachers’ professional lives.

Theoretical Framework

The study draws on established conceptualizations of teacher occupational stress and Language Teacher Immunity (LTI). Occupational stress is defined following Kyriacou (2011) as the experience of negative emotions, such as tension, anxiety, and frustration—resulting from aspects of teachers’ work and professional demands. Stress is understood as multidimensional, shaped by workload, job insecurity, institutional conditions, and interpersonal relationships.

Language Teacher Immunity is conceptualized following Hiver (2017) as a dynamic system of psychological and professional mechanisms that teachers develop in response to ongoing challenges. LTI encompasses dimensions such as emotion regulation, resilience, teaching commitment, self-efficacy, and professional attitudes, which collectively enable teachers to sustain motivation and effectiveness despite stressors.

Importantly, this study does not treat stress and immunity as opposing constructs. Rather, it adopts the view that stress and immunity can coexist, and that immunity influences how teachers experience and respond to stress rather than eliminating it. Based on these conceptualizations, the study employs a typological approach, assuming that EFL teachers differ in how stress and immunity combine in their professional lives. Identifying these profiles offers insights into adaptive strategies and their links to biographical factors such as age, experience, and mother tongue.

Methodology This study adopted a mixed-method design to examine Iranian EFL teachers’ occupational stress and Language Teacher Immunity (LTI) and to develop a typology based on these constructs. Quantitative Phase: For collection data from 244 EFL practicing teachers, two questionnaires were used for data collection. The first instrument (ETSQ) measured occupational stress and was designed specifically for this study. To ensure validity and reliability, the questionnaire underwent a pilot test, followed by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). These procedures confirmed the factor structure and internal consistency of the scale. The second instrument assessed Language Teacher Immunity (ELTIQ), adapted from Hiver (2017). The adaptation process included a validity check and Factor Analysis (FA) to localize the questionnaire for the Iranian context. Both instruments demonstrated satisfactory psychometric properties. Data was analyzed using K-means cluster analysis to identify distinct profiles of stress and immunity. Additionally, a chi-square test was conducted to examine the predictive role of biographical variables (e.g., gender, age, teaching experience, mother tongue, and educational background) in cluster membership. Qualitative Phase: To complement the quantitative findings and provide deeper insights into teachers’ experiences, semi-structured interviews were conducted with nine teachers who had completed the questionnaires, three from each identified cluster. Interviews were carried out either in person or online via Microsoft Teams or Skype. The interview protocol began with broad, open-ended questions exploring teachers’ general perspectives on EFL teaching and occupational stress, followed by more specific questions related to factors identified during the quantitative phase. This approach allowed participants to elaborate on coping strategies and interpretations of stressors within a socio-politically restrictive environment. By integrating quantitative clustering with qualitative thematic insights, the study provides a comprehensive understanding of how stress and immunity interact in shaping teachers’ professional lives. This methodological design ensures both statistical rigor and contextual depth, enabling the development of a typology that is theoretically grounded and practically relevant.

The cluster analysis identified three distinct profiles of Iranian EFL teachers based on occupational stress and Language Teacher Immunity (LTI). Cluster 1 consists of teachers with moderate stress and high immunity, indicating that strong professional identity, confidence, and resilience help these teachers cope with systemic challenges such as low salaries, job insecurity, and administrative burdens. Cluster 2 represents teachers with moderate stress and moderate immunity, suggesting that while these teachers do not face the most severe organizational pressures, they also lack robust coping resources, leaving them comparatively more vulnerable than Cluster 1. Cluster 3 emerged as the most vulnerable group, characterized by high stress and low immunity. The most influential stressors for this cluster include Lack of Professional Competence, Difficult Work Conditions, and Insufficient Facilities & Resources. These findings imply that teachers in Cluster 3 work in highly challenging environments with resource shortages, demanding workloads, and limited institutional support. Immunity factors such as Resilience, Emotion Regulation, and Problem-Solving were notably low, indicating difficulties in managing emotions, adapting to challenges, and developing effective coping strategies. This combination places Cluster 3 teachers at heightened risk of emotional exhaustion, burnout, reduced job satisfaction, and related health issues. These findings highlight the urgent need for targeted interventions, including improved resource allocation, professional development opportunities, and emotional support systems. A chi-square test examined six biographical variables for their influence on cluster membership. Results revealed that only Mother Tongue significantly predicted cluster membership (p = .029), while age, experience, gender, marital status, and qualification showed no significant associations. Overall, the findings underscore the importance of recognizing distinct teacher profiles and tailoring support strategies to address both systemic and individual factors influencing stress and immunity.

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