School climate and language teacher immunity
A parallel mediation analysis with emotion regulation strategies
Bibliographic Data
| ID | 21282477 |
|---|---|
| Authors | Esin Dündar (0000-0002-8160-0176, Mersin Üniversitesi, corresponding author), Muzaffer Pınar Babanoğlu (0000-0001-8166-974X, Mersin Üniversitesi) |
| Year | 2026 |
| Volume | 268 |
| Pages | 107279 |
| Publication date | 2026-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2026.107279 |
| PMID | 42308909 |
| OpenAlex | W7164912183 |
| Language | EN |
| References cited | 47 |
Language teacher immunity, a protective psychological system that helps teachers cope with professional challenges, has recently attracted increasing attention in second language acquisition research. However, limited research has examined how contextual and emotional resources jointly contribute to the development of language teacher immunity, particularly across different teaching contexts. Grounded in Conservation of Resources theory, the present study investigates the mediator role of emotion regulation strategies for the impact of school climate on language teacher immunity and examines whether this structural model was invariant across English as L1 and L2/FL teaching contexts. Data were collected from 369 English language teachers using the Language Teacher Immunity Questionnaire, the School-Level Environment Questionnaire, and the Language Teacher Emotion Regulation Inventory. After removing invalid responses and outliers, data from 336 teachers were analyzed using parallel mediation and multi-group structural equation modeling. Results indicated that school climate had a strong positive direct effect on language teacher immunity. Reappraisal and attentional deployment partially mediated the relationship, whereas, situation modification emerged as a significant negative independent predictor of language teacher immunity. Crucially, multi-group analysis demonstrated full structural invariance across English as L1 and L2/FL contexts, suggesting that the psychological architecture of teacher immunity remains stable across teaching contexts. These findings underscore the pivotal role of supportive school environments and cognitive emotion regulation in fostering teacher immunity
Discourse analysis · Language teacher · Mediation · Negative emotion · Poison control · Communication in Education and Healthcare · Early Childhood Education and Development · Emotional Intelligence and Performance · Human Factors and Ergonomics
Revisiting Research on Positive Psychology in Second and Foreign Language Education
Setting an Agenda for Positive Psychology in SLA
School Climate
Conservation of resource caravans and engaged settings
School Climate
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
A Review of School Climate Research
The reliability of a two-item scale
Emotion Regulation
A Comparative Study on Language Teacher Immunity
The Association of Experienced in-service EFL teachers’ immunity with engagement, emotions, and autonomy
Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity
Work Climate in Early Care and Education and Teachers’ Stress
What Matters Most? A Q‐Method Study on Chinese University Students' Perceived Teacher Support in AI‐Assisted EFL Learning
Teacher Interpersonal Behaviours, Communication Apprehension, Self‐Efficacy and Academic Engagement in Technology‐Mediated EFL Classrooms
The Relationships Between Burnout, Job Satisfaction, and Emotion Regulation Among Foreign Language Teachers
Teachers' Perceptions of School Climate
A Cross-Cultural Scrutiny of Predictors of English Teachers’ Immunity in the Contexts of Iran, France, and the United States
A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape
Primary school teachers are immune
How School Climate Influences Teachers’ Emotional Exhaustion
Interpersonal emotion regulation
A classification of controlled interpersonal affect regulation strategies
Emotional regulation goals and strategies of teachers
Emotion regulation in teachers
A multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China
Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality
Psychology for language learning
The interplay of EFL teachers’ immunity, work engagement, and psychological well-being
Teacher victimization and teachers' subjective well‐being
Individual differences in two emotion regulation processes
| Highly cited | No |
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