Mapping Sociocultural Influences on Teacher Anxiety and Well-Being: Evidence from Turkish EFL Instructors
Teacher Anxiety and Well-Being
Abstract
In recent years, scholars in applied linguistics have increasingly shifted their attention toward understanding teacher foreign language anxiety, yet the sociocultural dimensions shaping foreign language anxiety (FLA) in instructors remain inadequately investigated. This research investigates how institutional and interpersonal dynamics contributes to FLA among Turkish EFL instructors at foundation universities in Istanbul, Turkey. Research data collection was conducted through administering a modified Foreign Language Anxiety Scale (FLAS) to 70 EFL instructors. The scale demonstrated strong reliability (α = 84). Exploratory Factor Analysis produced a five-factor model- feedback, private speech, self-efficacy, peer interaction and scaffolding – accounting for 75.7% of the total variance. Among these factors, self-efficacy and feedback were identified as the strongest predictors of teacher FLA. Research findings about teacher FLA were explained through Vygotsky’s Sociocultural Theory and Seligman’s PERMA model of well-being, emphasizing the role of social mediation and well-being in teachers’ emotional experiences to deliver effective language instruction. The research integrates sociocultural and positive psychology perspectives to improve current understanding of teacher anxiety while developing practical solutions for training programs and institutional policies and future research directions. The study offers implications for teacher education, workplace policy, and future research directions in EFL contexts.
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