Roaa Abdulkarim Niazi
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My research project
Exploring the Relationship between English as a Foreign Language Teachers’ Mental Well-Being and their Teaching Practices in Saudi Higher Education
I am conducting a qualitative study examining the relationships between mental well-being and teaching practices, with a particular focus on English as a foreign language (EFL) teachers' mental well-being in classroom settings. Adopting an ecological perspective, the study conceptualises the classroom as the micro level of educators' work ecologies, where well-being is continuously shaped through everyday professional interactions and demands. The study foregrounds teachers' daily teaching experiences, the mental and emotional highs and lows encountered in the classroom, coping strategies, and educators’ perceived impact of well-being on their pedagogical decisions and interactions.
This research builds on the findings of a previous phenomenographic study I conducted, which identifies culturally grounded understandings of mental well-being among Saudi adult participants. The findings of the previous study informed the conceptual framework of the current study, which extends the work by exploring the lived experiences of EFL teachers and how their mental well-being intersects with their teaching practices in Saudi higher education.
Supervisors
I am conducting a qualitative study examining the relationships between mental well-being and teaching practices, with a particular focus on English as a foreign language (EFL) teachers' mental well-being in classroom settings. Adopting an ecological perspective, the study conceptualises the classroom as the micro level of educators' work ecologies, where well-being is continuously shaped through everyday professional interactions and demands. The study foregrounds teachers' daily teaching experiences, the mental and emotional highs and lows encountered in the classroom, coping strategies, and educators’ perceived impact of well-being on their pedagogical decisions and interactions.
This research builds on the findings of a previous phenomenographic study I conducted, which identifies culturally grounded understandings of mental well-being among Saudi adult participants. The findings of the previous study informed the conceptual framework of the current study, which extends the work by exploring the lived experiences of EFL teachers and how their mental well-being intersects with their teaching practices in Saudi higher education.