The study aims to explore Teachers’ Psychological Capital (TPC) amongst foreign language teachers working in Austria and the UK. This is a three-year, FWF-funded international research project beginning 1st October, 2018.
To investigate TPC, we draw on insights from positive and ecological psychology, including the HERO model of psychological capital, comprising hope, efficacy, resilience and optimism (Luthans, Youssef-Morgan & Avolio, 2015) and combine it with the PERMA+V model, which adds more of a social perspective encompassing positive emotion, engagement, relationships, meaning and accomplishments (Seligman, 2011), including the subjective vitality scale as a dynamic reflection of (organismic) wellbeing (Ryan & Frederick, 1997). The study will follow a three-stage, mixed-method design using interviews, an online questionnaire survey, and retrodictive qualitative modeling from multiple case studies. In addition to shedding light on an exciting under-researched psychological construct, our project hopes to be able to make specific recommendations for teacher educators, school leaders, and policy makers about how best to support teacher professional wellbeing in diverse contemporary educational contexts.
This homepage will give you a regular update on our research, events we will attend or conduct and additionally give you the possibility to contact us with any questions or suggestions you might have.
We are currently in the third and final stage of the study. In June 2020, we conducted 21 in-depth life-history interviews with in-service language teachers from across the globe. All data have been transcribed and the final corpus comprised approximately 210,000 words. Additionally, 6 interviews were conducted with pre-service language teachers, which created a corpus of approximately 45,000 words.
Note on COVID-19:
It has to be noted that this dataset was influenced by the global pandemic crisis, since the interviews took place at that time. At the beginning of the project, the research design that informed Phase III was based on Retrodictive Qualitative Modelling (RQM). Since this dataset is now strongly influenced by the COVID-19 pandemic crisis and teachers’ experiences during these unexpected times, our data analysis will shift from focusing on RQM towards a broader understanding language teachers’ wellbeing in times of crisis. Nevertheless, we believe that this dataset will be highly valuable in terms of understanding how language teachers’ wellbeing was affected in terms of a global crisis, and how these teachers can sustain their wellbeing under similar circumstances.
Follow our next steps here.
(Last updated: March, 2021)
Special thanks to Wolfgang Irber
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