Delving into the Social and Emotional Dimensions of EFL Teachers: Collegiality, Identity, and Emo-Educational Divorce

Document Type : Research Paper

Authors

1 English Language Department, Khayyam University, Mashhad, Iran

2 Department of English Language, Khorasan Institute of Higher Education, Mashhad, Iran

Abstract

Given the pivotal role that social and psychological factors play in the field of teaching English as a foreign language, the present study focused on exploring the relationship among collegiality, identity, and emo-educational divorce. However, the nature of this relationship, i.e., the direction and level of this connection have not been explored, yet. To address this need, a total of 227 Iranian English language teachers of universities, schools, and language institutes filled out collegiality scale along with identity, and emo-educational divorce questionnaires. Then, analyses indicated that emo-educational divorce was negatively correlated with teacher identity and teacher collegiality, whereas identity and collegiality were positively correlated; moreover, the subconstructs of emo-educational divorce showed different predictive behaviors with regard to teacher collegiality and teacher identity. Finally, the findings were discussed and implications were reviewed to pay close attention to the role of the combination of social and psychological elements in EFL teaching contexts.

Keywords

Main Subjects

References

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Teaching English as a Second Language Quarterly
Volume 45, Issue 2
March 2026
Pages 1-21

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  • Receive Date: 17 April 2025
  • Revise Date: 07 December 2025
  • Accept Date: 04 January 2026

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