Open Access

ARTICLE

The Emergence of Loving Pedagogy in the L2 Affective Domain: How Affective Pedagogy Accounts for Chinese EFL Teachers’ Professional Success and Job Satisfaction?

Yi Li¹, Xinpeng Wang^2,*

1 School of Marxism, Changshu Institute of Technology, Suzhou, 215500, China
2 School of Foreign Languages, Changshu Institute of Technology, Suzhou, 215500, China

* Corresponding Author: Xinpeng Wang. Email:

International Journal of Mental Health Promotion 2024, 26(3), 239-250. https://doi.org/10.32604/ijmhp.2023.029611

Received 28 February 2023; Accepted 01 June 2023; Issue published 08 April 2024

Abstract

The success of teachers in professional environments has a desirable influence on their mental condition. Simply said, teachers’ professional success plays a crucial role in improving their mental health. Due to the invaluable role of professional success in teachers’ mental health, personal and professional variables helping teachers succeed in their profession need to be uncovered. While the role of teachers’ personal qualities has been well researched, the function of professional variables has remained unknown. To address the existing gap, the current investigation measured the role of two professional variables, namely job satisfaction and loving pedagogy, in Chinese EFL teachers’ professional success. To do this, three validated scales were provided to 1591 Chinese EFL teachers. Participants’ answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling. The data analysis demonstrated a strong, positive link between the variables. Moreover, loving pedagogy was found to be the positive, strong predictor of Chinese EFL teachers’ job satisfaction and professional success. The findings of the current inquiry may help educational administrators enhance their instructors’ professional success, which in turn promotes their mental and psychological conditions at work.

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Keywords

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