A Dimond in the Hand: Unearthing the Efficacy of In-service Classes on Professional Well-Being, Enthusiasm, and Psychological Health in EFL Landscape

Document Type : Original Article

Authors

1 Assistant Professor of TEFL, Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran

2 M.A. in TEFL, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

3 M.A. in TEFL, Department of English Language, Faculty of Literature and Humanities, University of Zabol, Zabol, Sistan and Balouchestan, Iran

Abstract

This study investigated the impact of in-service training on the professional well-being, enthusiasm, and psychological health of Iranian English as a Foreign Language (EFL) teachers. Using a qualitative approach, ten EFL educators with varying experience levels participated in semi-structured interviews to explore their perceptions of professional development programs. Thematic analysis revealed that in-service courses significantly enhance teaching enthusiasm by introducing innovative pedagogical strategies and fostering collaborative environments. Participants reported improved psychological health through strengthened collegial relationships and increased job satisfaction, bolstering their professional identity and self-efficacy. The findings underscore the critical role of structured professional development in cultivating a motivated and resilient teaching workforce. This research contributes to the growing literature on teacher development. It offers practical insights for educational policymakers, emphasizing the need for ongoing support and recognition of educators to enhance their professional experiences and ultimately improve educational outcomes for learners. The study highlights the necessity of further research to explore the long-term effects of in-service training across diverse educational contexts.

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Interdisciplinary Studies in English Language Teaching
Volume 03, Issue 1
January 2025
Pages 22-38

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History

  • Receive Date: 20 December 2024
  • Revise Date: 28 January 2025
  • Accept Date: 29 January 2025
  • First Publish Date: 10 February 2025
  • Publish Date: 10 February 2025

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