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Soleimani, Habib, Fathi, Jalil, Naderi, Milad. (1404). A Mixed-Methods Investigation of Mindfulness, Teacher Self-Efficacy, and Job Satisfaction: Toward a Process Model in EFL Higher Education. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2026.78240.836
Habib Soleimani; Jalil Fathi; Milad Naderi. "A Mixed-Methods Investigation of Mindfulness, Teacher Self-Efficacy, and Job Satisfaction: Toward a Process Model in EFL Higher Education". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22054/ilt.2026.78240.836
Soleimani, Habib, Fathi, Jalil, Naderi, Milad. (1404). 'A Mixed-Methods Investigation of Mindfulness, Teacher Self-Efficacy, and Job Satisfaction: Toward a Process Model in EFL Higher Education', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2026.78240.836
Soleimani, Habib, Fathi, Jalil, Naderi, Milad. A Mixed-Methods Investigation of Mindfulness, Teacher Self-Efficacy, and Job Satisfaction: Toward a Process Model in EFL Higher Education. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22054/ilt.2026.78240.836

A Mixed-Methods Investigation of Mindfulness, Teacher Self-Efficacy, and Job Satisfaction: Toward a Process Model in EFL Higher Education

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 دی 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2026.78240.836
نویسندگان
Habib Soleimani* 1؛ Jalil Fathi2؛ Milad Naderi3
1, Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran
2Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran
3Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran
چکیده
Due to the fact that job satisfaction plays a crucial role in teacher attrition, numerous scholars have investigated the predictive variables for occupational well-being in educational contexts. However, this research area has been relatively ignored in higher education contexts. To fill this lacuna, this research employed an explanatory sequential mixed-methods design to examine the predictive roles of teacher mindfulness and self-efficacy in impacting the job satisfaction of English instructors in various Iranian universities. In the quantitative phase, data from 226 EFL instructors were analyzed following a rigorous screening of an initial pool of 234 participants who completed measures of the focal constructs. Structural equation modeling (SEM) confirmed that teacher mindfulness and self-efficacy significantly predicted job satisfaction, with self-efficacy emerging as the strongest predictor. Furthermore, mindfulness exerted a significant indirect effect on satisfaction through the mediation of self-efficacy. In the subsequent qualitative phase, follow-up semi-structured interviews were conducted with a purposive subsample of 12 instructors to clarify the mechanisms underlying these statistical paths. Thematic analysis revealed that mindfulness facilitates a "psychological pause" through affective detachment, while self-efficacy provides the pedagogical agency necessary to maintain value-action congruence despite institutional stressors. These results suggest that mindfulness acts as a cognitive precursor that enhances pedagogical presence and professional resilience. The implications for developing targeted onboarding strategies and mindfulness-based interventions in higher education are discussed.
کلیدواژه‌ها
Teacher mindfulness؛ self-efficacy؛ job satisfaction؛ EFL؛ higher education
آمار
تعداد مشاهده مقاله: 1


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