Teaching with Resilience: Unpacking the Interplay Between Professional Competence and Teacher Immunity in EFL Contexts

Abstract

This study investigates the relationship between professional competence and teacher immunity among in-service EFL teachers in Türkiye. Using a mixed-methods design, quantitative and qualitative data were collected from secondary and high school teachers. The quantitative phase measured perceived professional competence and teacher immunity, while the qualitative phase explored teachers’ views through interviews. Findings show that participants generally perceive themselves as professionally competent and report relatively high levels of teacher immunity. A moderate positive correlation was found, suggesting that higher competence is associated with stronger teacher immunity. Interview data supported this pattern, indicating that competence is often linked to confidence, emotional well-being, and motivation in daily teaching. Demographic variables (e.g., gender, age, and teaching experience) showed no significant effects in the main analyses, whereas undergraduate field was associated with differences in perceived professional competence. Overall, the study highlights the importance of addressing competence and teacher immunity as interconnected concepts in teacher education and professional development, with implications for supporting both instructional skills and teachers’ emotional sustainability in EFL contexts.