Scrutinizing the Affective Predictors of Teacher Immunity in Foreign Language Classrooms

Document Type : Original Article


1 Associate Professor, Tabriz Islamic Art University, Tabriz, Iran

2 Department of English, Faculty of English Language and Literature, University of Tabriz, Tabriz, Iran


This study tried to specify the extent to which Iranian EFL instructors’ teacher immunity was influenced by their affective factors. To this end, first, the researchers selected 129 (61 male & 68 female) EFL teachers from among the teachers at diverse language institutes, high schools, and universities in Urmia as the participants of the study. Second, they used an emotional intelligence questionnaire, a personality scale, and a teacher immunity questionnaire in order to determine the participants’ emotional intelligence, personality traits, and teacher immunity, respectively, during a three-week period of time. The results of the study accentuated that the participants’ emotional intelligence, along with their neuroticism, openness to experience, and conscientiousness personality traits made unique contributions to explaining their teacher immunity in descending order of statistical significance. The researchers ascribed the obtained results to the close affinity between the aforementioned affective factors and the sub-components of teacher immunity. The results may assist the teacher education course developers to overhaul the pre-service and in-service teacher education courses in foreign language contexts.


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