Abstracts
Abstract
Artificial intelligence (AI) revolutionizes education by fundamentally altering the methods of teaching and processes of learning. Given such circumstances, it is essential to take into account the mental and psychological well-being of teachers as the architects of education. This research investigated the links between teacher immunity (TI), work passion (WP), job satisfaction (JS), occupational well-being (OW-B) and psychological well-being (PW-B) in the context of AI-assisted language learning. In order to achieve this objective, 392 Iranian teachers of English as a foreign language (EFL) were given the Language Teacher Immunity Instrument, the Work Passion Scale, the Job Satisfaction Questionnaire, the Occupational Well-Being Scale, and the Psychological Well-Being at Work Scale. By using confirmatory factor analysis and structural equation modeling, the study identified and quantified the impacts of TI, WP, JS, OW-B, and PW-B via data screening. The findings emphasize the crucial role that TI and WP play in providing a balance in teachers’ JS, OW-B, and PW-B while applying AI in their language instruction. The broad ramifications of this research are explored.
Keywords:
- AI-assisted language teaching,
- teacher productive immunity,
- work passion,
- job satisfaction,
- occupational success,
- psychological well-being,
- EFL teacher
Appendices
Bibliography
- Amirian, S. M. R., Heydarnejad, T., & Abbasi-Sosfadi, S. (in press). The relationship among language teacher immunity, reflective teaching, and work motivation in EFL context. Issues in Language Teaching. https://doi.org/10.22054/ILT.2023.67179.691
- Baluyos, G. R., Rivera, H. L., & Baluyos, E. L. (2019). Teachers’ job satisfaction and work performance. Open Journal of Social Sciences, 7(8), 206–221. https://doi.org/10.4236/jss.2019.78015
- Buitendach, J. H., & De Witte, H. (2005). Job insecurity, extrinsic and intrinsic job satisfaction andaffective organisational commitment of maintenance workers in a parastatal. South African Journal of Business Management, 36(2), 27–37. https://doi.org/10.4102/sajbm.v36i2.625
- Cabrita, C., & Duarte, A. P. (2023). Passionately demanding: Work passion’s role in the relationship between work demands and affective well-being at work. Frontiers in Psychology, 14, Article 1053455. https://doi.org/10.3389/fpsyg.2023.1053455
- Chan, S. W., Pöysä, S., Lerkkanen, M. K., & Pakarinen, E. (2023). Teachers’ occupational well-being in relation to teacher–student interactions at the lower secondary school level. Scandinavian Journal of Educational Research, 1–18. https://doi.org/10.1080/00313831.2023.2204114
- Chiu, T. K. F., Moorhouse, L. M., Chai, C. S., & Ismailov, M. (2023). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environment, 1–17. https://doi.org/10.1080/10494820.2023.2172044
- Dagenais-Desmarais, V., & Savoie, A. (2012). What is psychological well-being, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies, 13, 659–684. https://doi.org/10.1007/s10902-011-9285-3
- de Boer, B. (2005). Self-organization in language. In C. Hemelrijk (Ed.), Self-organization and evolution of social systems (pp. 123–139). Cambridge Univerity Press.
- dos Santos, P. I. G., & Rosinhas, A. C. (2023, September 15). Artificial intelligence and mental health. Seven Editora. https://sevenpublicacoes.com.br/index.php/editora/article/view/2618
- Greenier, V., Derakhshan, A., and Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: a case of British and Iranian English language teachers. System, 97, 102446. https://doi.org/10.1016/j.system.2020.102446
- Haseli Songhori, M., Ghonsooly, B., & Afraz, S. (2018). Language teacher immunity among Iranian EFL teachers: A self-organization perspective. Iranian Journal of English for Academic Purposes. 7(1), 128–143. https://journalscmu.sinaweb.net/article_87253.html
- Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in language teachers. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 214–237). Multilingual Matters.
- Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669–690. https://doi.org/10.1111/modl.12433
- Hiver, P., & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405–423. https://doi.org/10.1093/applin/amv034
- Licardo, J. T., Domjan, M., & Orehovački, T. (2024). Intelligent robotics—A systematic review of emerging technologies and trends. Electronics, 13(3), 542. https://doi.org/10.3390/electronics13030542
- Jamal, A. (2023). The role of artificial intelligence (AI) in teacher education: Opportunities and challenges. International Journal of Research and Analytical Reviews, 10(1), 139–146. http://ijrar.org/viewfull.php?&p_id=IJRAR23A2629
- Kay, J. (2012). AI and education: Grand challenges. IEEE Intelligent Systems, 27(5), 66–69. https://doi.org/10.1109/MIS.2012.92
- Kohnke, L., Moorhouse, B. L., and Zou, D. (2023). Chat GPT for language teaching and learning. RELC Journal, 54, 537–550. https://doi.org/10.1177/00336882231162868
- Lopes, J., & Oliveira, C. (2020). Teacher and school determinants of teacher job satisfaction: A multilevel analysis. School Effectiveness and School Improvement, 31(4), 641–659. https://doi.org/10.1080/09243453.2020.1764593
- Luxton, D. D. (2016). An introduction to artificial intelligence in behavioral and mental health care. In D. D. Luxton (Ed.), Artificial intelligence in behavioral and mental health care (pp. 1–26). Elsevier Academic Press.
- Michaelowa, K. (2002). Teacher career satisfaction, student achievement, and the cost of primary education in francophone sub-Saharan Africa. Hamburg Institute of International Economics. https://www.econstor.eu/bitstream/10419/19349/1/188.pdf
- McInerney, D. M., Ganotice, F. A., King, R. B., Morin, A. J. S., & Marsh, H. W. (2015). Teachers’ commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong. Educational Psychology, 35(8), 926–945. https://www.doi.org/10.1080/01443410.2014.895801
- Mercer, S. (2021). An agenda for well-being in ELT: An ecological perspective. ELT Journal, 75(1), 14–21. https://doi.org/10.1093/elt/ccaa062
- Namaziandost, E., & Heydarnejad, T. (2023). Mapping the association between productive immunity, emotion regulation, resilience, and autonomy in higher education. Asian-Pacific Journal of Second and Foreign Language Education, 8, Article 33. https://doi.org/10.1186/s40862-023-00207-3
- Noori, A. Q. (2023). Job satisfaction variance among public and private school teachers: A case study. Cogent Education, 10(1), Article 2189425. https://doi.org/10.1080/2331186X.2023.2189425
- O’Dea, X. (C.), & O’Dea, M. (2023). Is artificial intelligence really the next big thing in learning and teaching in higher education? A conceptual paper. Journal of University Teaching & Learning Practice, 20(5). https://doi.org/10.53761/1.20.5.05
- Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503–513. https://doi.org/10.1016/j.tate.2012.01.001
- Paterson, A., & Grantham, R. (2016). How to make teachers happy: An exploration of teacher wellbeing in the primary school context. Educational and Child Psychology, 33(2), 90–104. https://doi.org/10.53841/bpsecp.2016.33.2.90
- Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: An integrated reflective practice. Iranian Journal of Language Teaching Research, 7(3), 91–107. https://doi.org/10.30466/ijltr.2019.120738
- Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106(9), 1825–1853. https://doi.org/10.1111/j.1467-9620.2004.00407.x
- Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
- Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081. https://doi.org/10.1037/0022-3514.57.6.1069
- Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https://doi.org/10.1037/0022-3514.69.4.719
- Saaranen, T., Tossavainen, K., Ryhanen, E., & Turunen, H. (2013). Promoting the occupational well-being of teachers for the Comenius program. International Journal of Higher Education, 2(2), 159–174. https://doi.org/10.5430/ijhe.v2n2p159
- Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466
- Shan, M. H. (1998). Professional commitment and satisfaction among teachers in urban middle schools. Journal of Educational Research, 92, 67–73. http://dx.doi.org/10.1080/00220679809597578
- Siemens, G., Marmolejo-Ramos, F., Gabriel, F., Medeiros, K., Marrone, R., Joksimovic, S., & de Laat, M. (2022). Human and artificial cognition. Computers and Education: Artificial Intelligence, 3, 100107. https://doi.org/10.1016/j.caeai.2022.100107
- Simmons, M., McDermott, M., Lock, J., Crowder, R., Hickey, E., DeSilva, N., Leong, R., & Wilson, K. (2019). When educators come together to speak about well-being: An invitation to talk. Canadian Journal of Education/Revue canadienne de l’education, 42(3), 850–872. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3959/2773
- Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the Job Satisfaction Survey. American Journal of Community Psychology, 13(6), 693–713. https://doi.org/10.1007/BF00929796
- Terra, M., Baklola, M., Ali, S., & Karim El-Bastawisy. (2023). Opportunities, applications, challenges and ethical implications of artificial intelligence in psychiatry: A narrative review. The Egyptian Journal of Neurology, Psychiatry and Neurosurgery, 59(1). https://doi.org/10.1186/s41983-023-00681-z
- Vallerand, R. J., & Houlfort, N. (2003). Passion at work: Toward a new conceptualization. In S. Gilliland, D. Steiner, & D. Skarlicki (Eds.), Emerging perspectives on values in organizations (pp. 175–204). Information Age Publishing.
- Vallerand, R. J., Salvy, S.-J., Mageau, G. A., Elliot, A. J., Denis, P. L., Grouzet, F. M. E., & Blanchard, C. (2007). On the role of passion in performance. Journal of Personality, 75(3), 505–534. https://doi.org/10.1111/j.1467-6494.007.00447.x
- Van Horn, J. E., Taris, T. W., Schaufeli, W. B., & Schreurs, P. J. (2004). The structure of occupational well‐being: A study among Dutch teachers. Journal of Occupational and Organizational Psychology, 77(3), 365–375. https://doi.org/10.1348/0963179041752718
- Warr, P. (1990). The measurement of well-being and other aspects of mental health. Journal of Occupational and Organizational Psychology, 63(3), 193–210. https://doi.org/10.1111/j.2044-8325.1990.tb00521.x
- Warr, P. B. (1994). A conceptual framework for the study of work and mental health. Work and Stress, 8(2), 84–97. https://doi.org/10.1080/02678379408259982
- Werang, B. R., Agung, A. A. G., & Agung, G. (2017). Teachers’ job satisfaction, organizational commitment, and performance in Indonesia: A study from Merauke District, Papua. International Journal of Development and Sustainability, 6(8), 700–711. https://isdsnet.com/ijds-v6n8-13.pdf
- Wessels, E., & Wood, L. (2019). Fostering teachers’ experiences of well-being: A participatory action learning and action research approach. South African Journal of Education, 39(1), 1–10. https://doi.org/10.15700/saje.v39n1a1619
- Zhang F. (2021). Toward the impact of job satisfaction and collective efficacy on EFL teachers' professional commitment. Frontiers in Psychology, 13, 938125. https://doi.org/10.3389/fpsyg.2022.938125