JOURNAL ARTICLE

Exploring teacher classroom behavior and wellbeing from the student perspective.

  • Published In: ELT Journal: English Language Teaching Journal, 2024, v. 78, n. 2. P. 189 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Moskowitz, Sharona 3 of 3

Abstract

This study investigates the relationship between English as a Foreign Language (EFL) students' perceptions of their teachers' classroom behavior and the students' broader impressions of their teachers' wellbeing and happiness. Surveying 129 adult EFL learners, the research found strong correlations indicating that more positive, student-centered, and communicative teacher behaviors are associated with students perceiving their teachers as emotionally well and happier, both inside and beyond the classroom. The findings highlight the role of emotional contagion in the teacher–student dynamic and suggest that fostering positive teacher behavior may enhance both teacher and learner wellbeing. The study also discusses implications for teacher self-awareness, institutional support, and professional development to promote healthier emotional environments in EFL education.

Additional Information

  • Source:ELT Journal: English Language Teaching Journal. 2024/04, Vol. 78, Issue 2, p189
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2024
  • ISSN:0951-0893
  • DOI:10.1093/elt/ccad062
  • Accession Number:177017049
  • Copyright Statement:Copyright of ELT Journal: English Language Teaching Journal is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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