Foreign language teachers' PERMA well-being and life satisfaction: Mediating role of teaching effectiveness

Abstract

Background: Teacher well-being, encompassing emotional, psychological, and social dimensions, significantly influences teaching effectiveness. Understanding the factors that enhance teacher well-being and effectiveness is crucial, particularly amidst global teacher shortages and high turnover rates. Method: The present study gathered data from 252 university-level foreign language teachers from eight provinces in China. Participants completed measures assessing well-being (using the PERMA model), teaching effectiveness, and life satisfaction scales through online surveys. Data were analyzed using JASP and SPSS for regression and mediation analyses. Results: The findings revealed that Positive emotions and relationships significantly predicted life satisfaction, while accomplishment significantly predicted teaching effectiveness. Both teaching effectiveness and overall well-being were significant predictors of life satisfaction. However, teaching effectiveness did not significantly mediate the relationship between overall well-being and life satisfaction, indicating that these factors independently contribute to life satisfaction. Conclusion: Our findings share the inclusion of PERMA principles in enhancing teaching effectiveness and life satisfaction among foreign language teachers. Constructive future directions are suggested for professional development for improving teacher well-being and effectiveness.

Keywords

• Foreign language teachers
• Well-being
• Teaching effectiveness
• Life satisfaction
• PERMA model