مشخصات پژوهش

Drawing from positive psychology frameworks, this study investigates the complex interplay between psychological capital, loving pedagogy, and teacher well-being among Iranian EFL teachers, with academic buoyancy serving as a mediating variable. While extant literature has established the significance of these constructs independently, their interconnected dynamics within an integrative framework remain inadequately explored. Employing structural equation modeling, this investigation will examine data collected from 350 Iranian EFL teachers using validated instruments: the Psychological Capital Questionnaire (PCQ-24), Disposition Towards Loving Pedagogy Scale (DTLPS), Academic Buoyancy Scale (ABS), and Teacher Well-Being Scale (TWBS). The study adopts a strengths-based perspective to elucidate how psychological capital and loving pedagogy collectively influence teacher well-being through the mediating role of academic buoyancy. This research aims to advance theoretical understanding of teacher well-being determinants while providing actionable insights for enhancing teacher resilience and professional sustainability in demanding educational contexts. The findings are expected to contribute to the theoretical expansion of positive psychology in education and offer empirically-grounded strategies for promoting teacher well-being and engagement.