مشخصات پژوهش

Abstract: Psychological well-being is a critical factor in the professional effectiveness and personal fulfillment of English as a Foreign Language (EFL) teachers. Drawing on Fredrickson’s (2001) Broaden-and-Build Theory of positive emotions, this study investigates how individual emotional strengths—specifically resilience and emotion regulation—contribute to teachers’ psychological well-being, and whether teaching experience moderates these relationships. A sample of approximately 400 Iranian EFL teachers from diverse educational institutions will participate in the study. Data will be collected using three validated instruments: the Connor–Davidson Resilience Scale (CD-RISC), the Emotion Regulation Questionnaire (ERQ), and the Psychological Well-Being Scale (PWBS). Structural Equation Modeling (SEM) will be employed to analyze both direct and interaction effects. The study aims to answer five key research questions, examining the independent and joint predictive power of resilience and emotion regulation, as well as the potential moderating role of teaching experience. By integrating emotional competencies with contextual variables, the research offers a novel perspective on teacher well-being. Findings are expected to provide valuable insights for designing context-sensitive professional development programs and informing educational policies that promote psychological health across different career stages. This study contributes to the growing literature on teacher psychology, particularly within the underexplored Iranian EFL context, by emphasizing internal emotional resources as key determinants of occupational well-being.