مشخصات پژوهش

The well-being of educators is a cornerstone for fostering effective teaching and learning environments, particularly in challenging contexts such as English as a Foreign Language (EFL) instruction (Ismail et al., 2023). In Iraq, where EFL teachers navigate sociocultural, educational, and institutional hurdles, understanding the factors that influence their psychological well-being is of paramount importance. Psychological well-being, which encompasses dimensions such as life satisfaction, emotional balance, and personal growth (DeNeve & Cooper, 1998; Steel et al., 2008), not only affects teachers’ professional performance but also shapes the experiences of their students. Consequently, examining the relationship between personality traits, adaptability, and psychological well-being in this unique context provides valuable insights for enhancing teacher resilience and effectiveness. Personality traits, as enduring patterns of thoughts, feelings, and behaviors, significantly influence individuals’ psychological resilience and emotional health (Lu et al., 2024). According to the HEXACO model, traits such as Emotionality and Extraversion are directly linked to emotional regulation and interpersonal satisfaction, while Conscientiousness and Openness foster cognitive flexibility and problem-solving capabilities. Adaptability, grounded in theories of self-regulation and resilience (Zimmerman, 2000), is theorized to act as a buffer against stress, enabling individuals to maintain psychological well-being despite external pressures. In the educational domain, adaptable teachers are better equipped to respond to curriculum changes, diverse student needs, and unforeseen challenges, thereby sustaining their professional and personal well-being. This study adopts the HEXACO six-factor model of personality (Ashton & Lee, 2007) to examine the relationship between EFL teachers’ personality traits and their psychological well-being. The HEXACO model identifies six dimensions of per