“They Are our Future”: Professional Pride in Language Teachers across the Globe

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-08-30 DOI:10.1002/tesq.3259

Astrid Mairitsch, Giulia Sulis, Sarah Mercer, Sun-Yun Shin, Salam Mairi

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Abstract

While the emotion of pride has received increasing attention in general psychology, it has gone largely overlooked in the field of education generally, and language education specifically. This study explores the sources of pride reported by 140 English language teachers from various contexts across the globe. Data were generated through an online survey using a series of open‐ended items addressing various dimensions of participants' professional pride. The results revealed two main orientations in terms of the sources of professional pride experienced by participants, namely, self‐ and other‐oriented. Furthermore, data showed that participants in this study reported only on authentic pride as opposed to hubristic pride. The data indicated how these teachers' sense of pride is socially determined and interconnected with key psychological constructs such as motivation, self‐esteem, sense of meaning, agency, and well‐being. The concluding section of the paper considers how pride can be conceptualized in the domain of language education, how it can potentially be leveraged to boost teacher well‐being, and what pathways this study opens up for further research.

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“他们是我们的未来”:全球语言教师的职业自豪感

虽然骄傲情绪在一般心理学中受到越来越多的关注，但在一般教育领域，特别是语言教育领域，它在很大程度上被忽视了。本研究探讨了来自全球不同背景的140名英语教师所报告的自豪感来源。数据是通过一项在线调查生成的，该调查使用一系列开放式项目来解决参与者职业自豪感的各个方面。研究结果揭示了两种主要的职业自豪感来源，即自我导向和他人导向。此外，数据显示，本研究的参与者只报告了真实的骄傲，而不是傲慢的骄傲。这些数据表明，这些教师的自豪感是如何由社会决定的，并与动机、自尊、意义感、能动性和幸福感等关键心理结构相互关联。论文的结论部分考虑了在语言教育领域如何将自豪感概念化，如何潜在地利用它来提高教师的幸福感，以及本研究为进一步研究开辟了哪些途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.