Investigating EFL Teachers’ Resilience: Using Grounded Theory Approach

Document Type : Original Article


Arak University, Iran


To deal with the harmful consequences of teachers’ stress and burnout, there has been a growing call for the development of resilience in teacher preparation programs. Despite the importance of teachers’ resilience, it seems that insufficient studies have been done on Iranian EFL teachers’ resilience resources and strategies that make them immune to the difficulties and challenges that might lead to their burnout. To this end, a mixed-method study was conducted. The participants of the quantitative phase of the study were 79 EFL teachers who filled in the questionnaire, and only 65 questionnaires were completed. Out of 65 teachers, 36 Iranian EFL teachers who showed low and high scores on the Multidimensional Teachers’ Resilience Scale (MTRS) accepted to participate in the qualitative section of the study. A series of semi-structured, one-on-one interviews were conducted. To ensure data validity, other data collection tools, including journal keeping and classroom observation, were also applied. Data analysis, guided by the grounded theory approach, resulted in a multi-dimensional approach involving interrelated aspects of personal, professional, organizational, social, and economic dimensions. The study may offer helpful resources and strategies to address some of the challenges faced by teachers in the profession.