A Qualitative Inquiry into Iranian EFL Teachers’ Immunity Development

Abstract

Despite the critical role of teacher immunity in the professional development of English as a Foreign Language (EFL) teachers, scant qualitative research attention has been paid to the exploration of the means through which language teachers improve their immunity. Therefore, the present study aimed to investigate how five Iranian EFL teachers formed and developed their immunity despite the professional hurdles they had experienced. The qualitative data were obtained through semi-structured interviews. The results of thematic analysis indicated that the EFL teachers experienced four stages of triggering, coupling, realigning, and stabilizing to reconfigure and develop their immunity. The EFL teachers’ practices and experiences at each stage were also identified. The findings of this study implied the importance of adaptive classroom management skills, coping strategies, exploratory approach to teaching, and novel teaching strategies in the process of language teacher immunity. Finally, implications were offered.