Scrutinizing the Predicting Factors in Native and Nonnative English Instructors’ Teacher Immunity

Document Type : Research Article

Authors

1 Department of English Language and Literature, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

2 Faculty of Multimedia, Tabriz Islamic Art University, Tabriz, Iran

3 Department of English Language, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran

10.22055/rals.2023.43835.3061

Abstract

The present study sought to determine the factors of native and nonnative English teachers that predicted their teacher immunity. To this end, the researchers first selected 281 native and 274 nonnative English teachers in different private language institutes in Australia and Iran, respectively, as the participants. Secondly, they used 7 reliable and valid questionnaires to assess the participants’ teacher immunity, age, experience, income, working hours, emotional intelligence, spiritual intelligence, perfectionism, professional development, reflective teaching, and job satisfaction. Finally, they used the standard multiple regression test to analyze the data. Results showed differences between the factors that predicted native and nonnative teachers’ immunity. In addition, the teacher immunity of native teachers was found to be more productive than that of nonnative teachers in their relevant settings. Results can provide English teachers and teacher educators with guiding principles regarding teacher factors in second and foreign language contexts.

Keywords

References

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Journal of Research in Applied Linguistics
Volume 15, Issue 1
March 2024
Pages 62-74

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