A Tale of Two Contexts: Diverging Models of Immunity and Possible Selves among Iranian Junior and Senior High School EFL Teachers

Articles in Press

Document Type : Original Article

Authors

1 Ph.D. Candidate in TEFL, Department of English, Isf.C., Islamic Azad University, Isfahan, Iran

2 Associate Professor, Department of English Language, Farhangian University, Tehran, Iran

3 Assistant Professor, Department of English, Isf.C., Islamic Azad University, Isfahan, Iran.

Abstract

The present study investigates the relationship between Iranian EFL teachers' immunity and their possible selves. The participants included 200 in-service English language teachers working in junior and senior high schools across Markazi province, selected through random sampling. Data were collected using two validated instruments: the Language Teacher Immunity Questionnaire (LTIQ) by Hiver (2017) and the Possible Language Teacher Selves Questionnaire (PLTQ) by Karimi and Nourozi (2019). Both instruments utilized a six-point Likert scale to measure key dimensions of teacher immunity (e.g., self-efficacy, burnout, resilience) and the three constructs of possible selves (Ideal, Ought-to, and Feared). Pearson correlation, independent samples t-tests, and confirmatory factor analysis (CFA) via structural equation modeling (SEM), were conducted using SPSS version 21. The findings revealed significant relationships between teachers' immunity and their possible selves, highlighting the influence of professional resilience and emotional responses on self-perceptions. This study points to teacher identity and provides insights into how immunity factors shape EFL teachers' future-oriented self-concepts in educational contexts.

Keywords

Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 11 November 2025

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History

  • Receive Date: 17 March 2025
  • Revise Date: 25 August 2025
  • Accept Date: 11 November 2025

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