
==== Front
Heliyon
Heliyon
Heliyon
2405-8440
Elsevier

S2405-8440(24)12475-9
10.1016/j.heliyon.2024.e36444
e36444
Research Article
Perfectionism, emotion regulation, and teacher retention: An examination of Iranian early career language teachers' well-being
Sadraei Faegheh Sadat a
Ebrahimi Zahra b
Xodabande Ismail ismail.kh.tefl@gmail.com
c⁎
a Islamic Azad University, Science & Research Branch, Tehran, Iran
b Islamic Azad University, Shiraz, Iran
c Kharazmi University, Tehran, Iran
⁎ Corresponding author. ismail.kh.tefl@gmail.com
18 8 2024
30 8 2024
18 8 2024
10 16 e364448 10 2023
8 8 2024
15 8 2024
© 2024 The Authors
2024
https://creativecommons.org/licenses/by-nc/4.0/ This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
This qualitative study examined the experiences of early career language teachers in Iran, exploring the complex interplay between perfectionism, emotion regulation, and their implications for teacher well-being and retention. In this regard, through in-depth interviews with 15 participants, the study provided insights on how self-oriented and socially prescribed perfectionism might affect teachers' sense of well-being. The study findings revealed that while self-oriented perfectionism was associated with a drive for professional growth and job satisfaction, socially prescribed perfectionism contributed to heightened stress and a contemplation of leaving the profession. The study also highlighted the pivotal role of emotion regulation strategies, particularly cognitive reappraisal, in dealing with the emotional demands of teaching, thereby supporting teachers' well-being. Findings also suggested that supportive work environments, opportunities for professional development, and a sense of autonomy are crucial for fostering teacher well-being and encouraging retention. Drawing on relevant theoretical literature, the research emphasizes that addressing the challenges of perfectionism through supportive organizational factors and effective emotion regulation can significantly enhance early career teachers' job satisfaction and commitment to the profession. In light of these findings, the study advocates for targeted interventions that promote a supportive teaching environment, focusing on the development of emotion regulation skills and reducing the pressures of socially prescribed perfectionism. By providing insights into the lived experiences of early career language teachers, this study contributes to our understanding of the factors that might influence teacher attrition, and underscores the importance of nurturing teacher well-being to ensure their retention in the educational sector.

Keywords

Early career teachers
Perfectionism
Emotion regulation
Well-being
Teacher retention
Qualitative study
Teacher psychology
==== Body
pmc1 Introduction

The attrition of early career teachers (ECTs) poses a significant challenge to educational systems worldwide, with implications for school effectiveness, student learning outcomes, and sustainability of the teaching profession [[1], [2], [3], [4], [5], [6], [7], [8], [9], [10]]. This issue is particularly acute among language teachers, who are struggling with not only the universal trials of the teaching profession, but also with the unique demands of language instruction [11,12]. These demands include the need for high linguistic proficiency, considerable emotional labor, and the ability to create an engaging classroom environment [6,[13], [14], [15], [16]]. The well-being of these teachers is of paramount importance, as it directly influences their job satisfaction, performance, and ultimately, their decision to remain in the teaching profession [[17], [18], [19]]. Despite the recognition of the role of these challenges, our understanding of how internal factors such as perfectionism and external pressures affect their professional journey and well-being remained limited [[20], [21], [22], [23]]. This qualitative study aims to contribute to this line of research by exploring the experiences of early career language teachers in Iran. In doing so, the study sheds light on the complexities of the teaching profession that might contribute to high attrition rates and identifying potential pathways to support and retain these educators.

Research into the well-being of ECTs often emphasizes the role of psychological factors [[24], [25], [26]], among which perfectionism might play a significant role [27,28]. On the one hand, self-oriented perfectionism, characterized by setting high personal standards, can drive teachers towards professional growth, enhancing their sense of accomplishment and job satisfaction [[29], [30], [31], [32], [33], [34]]. On the other hand, socially prescribed perfectionism, where teachers perceive external expectations to be unattainably high, can lead to stress, anxiety, and a fear of failure, contributing to burnout and a desire to leave the profession [18,[35], [36], [37], [38], [39]]. In addition to the impact of perfectionism, the ability to regulate emotions emerges as a critical skill that helps teachers navigate the emotional demands of their job [25,40,41]. Effective emotion regulation can mitigate the negative effects of stressful classroom environments, thereby enhancing teacher well-being and potentially influencing their intentions to remain in the profession or leave it [25,[42], [43], [44], [45], [46], [47]]. This study aims to explore these dynamics in more depth, providing insights into how early career language teachers perceive and manage the challenges associated with perfectionism and emotion regulation, and how these perceptions impact their well-being and professional decisions. By focusing on the lived experiences of early career language teachers in Iran, this study contributes to our understanding of the factors influencing teacher attrition. The study findings might have some implications for development of targeted support mechanisms to enhance teacher well-being and retention.

2 Literature review

2.1 Perfectionism and well-being

Perfectionism has attracted considerable attention in psychology and has been recognized as a significant factor influencing individuals' well-being, including those in the teaching profession [31]. Perfectionism is regarded as a tendency to set excessively high standards for oneself and others, accompanied by strong concerns for mistakes and failures [48]. Perfectionism is often categorized into two dimensions: (1) self-oriented perfectionism, which entails setting high personal standards, and (2) socially prescribed perfectionism, which involves perceiving high expectations from others [49]. Both dimensions can contribute to individuals' well-being in various ways. In the teaching profession, perfectionism has been found to have positive and negative effects on well-being. On one hand, self-oriented perfectionism can be associated with increased motivation, conscientiousness, and professional growth [18,50,51]. Teachers with high self-oriented perfectionism may strive for excellence, engage in continuous professional development, and exhibit a strong commitment to their students' learning outcomes [36]. These qualities are often associated with higher job satisfaction and overall well-being among them [52,53]. On the other hand, socially prescribed perfectionism, which involves perceiving high expectations from others, can have detrimental effects on well-being [[54], [55], [56]]. Teachers who experience high levels of socially prescribed perfectionism may feel immense pressure to meet the perceived demands and expectations of colleagues, administrators, parents, and students [18]. This pressure can lead to increased stress, anxiety, and burnout. Research has consistently demonstrated the negative impact of perfectionism on teachers' mental health, job satisfaction, and overall well-being [18,19].

Moreover, the influence of perfectionism on well-being among teachers extends beyond individual experiences, as it can also affect the classroom environment and student outcomes. For instance, teachers with high levels of perfectionism may create an atmosphere of high expectations and pressure, which can influence student motivation, self-esteem, and well-being [57]. Teachers with high levels of perfectionism may inadvertently create an atmosphere of high expectations and pressure within the classroom [36]. They might have an intense drive for flawless performance, resulting in an overemphasis on achievement and compliance. This can foster a competitive and stressful learning environment, where students may feel anxious and fear making mistakes. Research has shown that such an atmosphere can negatively impact student motivation, engagement, and well-being [58,59]. Moreover, students may develop performance anxiety, experience reduced enjoyment of learning, and exhibit lower levels of intrinsic motivation. The perfectionistic tendencies of teachers can also have direct implications for student outcomes, including academic achievement and self-esteem [60]. Teachers who hold unrealistic expectations for themselves may inadvertently project these expectations onto their students, setting impossibly high standards [61]. As a result, students may feel inadequate and experience a decline in self-esteem. They may perceive mistakes as failures, leading to diminished confidence and reluctance to take risks. Consequently, student academic performance may suffer, as the fear of making errors inhibits cognitive engagement and creativity [62].

2.2 Emotion regulation and well-being

Emotions are crucial in shaping teachers’ professional experiences and interactions with students [63]. The literature emphasizes that teaching is an emotionally demanding profession, with teachers experiencing a wide range of emotions, including joy, enthusiasm, frustration, stress, and even burnout [[64], [65], [66]]. Understanding teachers' emotions is essential as they can influence instructional practices, classroom management, and student outcomes [67,68]. Various factors that contribute to the emergence of teachers' emotions. These factors include the nature of the teaching profession, such as the level of autonomy, workload, and the social dynamics of the school environment [69]. Personal characteristics, beliefs, and experiences also influence teachers' emotional experiences [40]. For example, teachers with high self-efficacy beliefs and positive attitudes towards their profession are more likely to experience positive emotions and job satisfaction [70]. Emotion regulation strategies are critical for teachers to manage their emotions and create a conducive learning environment effectively. The literature identifies two broad categories of emotion regulation strategies: antecedent-focused and response-focused strategies [71]. Antecedent-focused strategies involve modifying the situational factors that elicit emotions, such as modifying lesson plans or adjusting instructional strategies to prevent potential triggers. Response-focused strategies involve managing emotional experiences after they occur, such as cognitive reappraisal, seeking social support, or engaging in self-care activities.

Effective emotion regulation strategies are crucial for managing these emotions and promoting well-being among teachers [72]. One commonly discussed emotion regulation strategy among teachers is cognitive reappraisal [73]. Cognitive reappraisal involves reframing or altering the interpretation of a situation to modify emotional responses [74]. Teachers who engage in cognitive reappraisal may reinterpret challenging situations as opportunities for growth or focus on the positive aspects of their work [73]. This strategy can help reduce negative emotions and enhance well-being. Another emotion regulation strategy highlighted in the literature is expressive suppression [75,76]. Expressive suppression involves inhibiting or concealing emotional expressions. While teachers may use this strategy to maintain a professional demeanor in the classroom, research suggests that excessive use of expressive suppression can have negative consequences for well-being [77]. Suppressing emotions for extended periods may lead to emotional exhaustion and decreased job satisfaction [78].

Engaging in self-care activities is another crucial aspect of emotion regulation and well-being among teachers. The literature emphasizes the importance of self-care practices such as exercise, relaxation techniques, and leisure activities in replenishing emotional resources and reducing stress [79]. Teachers who prioritize self-care are more likely to experience greater job satisfaction and lower levels of burnout. Social support is also recognized as a valuable emotion regulation strategy for teachers [80]. Seeking support from colleagues, mentors, or friends can provide emotional validation, perspective, and coping resources [81]. Collaborative professional learning communities and mentoring programs are often recommended to foster supportive relationships and create a sense of community among teachers [82]. The literature also underscores the role of organizational factors in shaping teachers' emotion regulation and well-being [83]. School climate, leadership practices, and support systems significantly impact teachers' emotional experiences [43]. A positive school climate, characterized by trust, respect, and autonomy, can contribute to teachers' well-being and their ability to effectively regulate their emotions [80,83]. Adequate administrative support and resources for teachers' professional development also play a vital role in promoting their well-being [84]. Furthermore, the literature highlights the importance of self-reflection and mindfulness in emotion regulation and well-being [85]. Engaging in self-reflective practices, such as journaling or meditation, allows teachers to gain insight into their emotional experiences and develop strategies for managing them [86].

2.3 Teacher retention and well-being

Teacher retention is a critical issue in education, and understanding the factors that influence teachers' decision to stay or leave the profession is of utmost importance [53]. Well-being has emerged as a significant factor in teacher retention, as teachers’ overall satisfaction, engagement, and mental health play a crucial role in their commitment to the profession [87,88]. Numerous studies have explored the factors influencing teacher retention. These factors encompass both individual and contextual aspects. Individual factors might include job satisfaction, professional development opportunities, work-life balance, and perceived self-efficacy [89,90]. Contextual factors might encompass school leadership, organizational support, school climate, and the quality of relationships with colleagues [90,91]. In recent years, there has been growing recognition of the importance of well-being in teacher retention [24,[92], [93], [94]]. Well-being encompasses various dimensions, such as emotional well-being, job satisfaction, work engagement, and work-life balance [47,52,95,96]. Studies have found that teachers with higher levels of well-being are more likely to stay in the profession [18,97]. Factors contributing to teacher well-being include supportive work environments, positive teacher-student relationships, autonomy, and professional growth opportunities [89,[98], [99], [100]].

Moreover, the existing literature provides more detailed insights on how teacher wellbeing might be related to their retention in the teaching profession. For example, Self-Determination Theory (SDT) [101] as a widely used theoretical framework points to specific mechanisms that teachers' wellbeing can lead to their retention. Central to SDT is the concept of satisfying three basic psychological needs: autonomy, competence, and relatedness [102]. Autonomy refers to the degree to which teachers feel they have control over their work and decision-making processes. Teachers who perceive a high level of autonomy in their role often experience greater job satisfaction and a lower inclination towards leaving the profession [103,104]. Competence involves a sense of efficacy and mastery over one's teaching practice. ECTs, in particular, face a steep learning curve; those who feel competent and capable in their abilities are more likely to report higher levels of well-being and a stronger commitment to their profession [105]. Relatedness, the third need, pertains to the sense of connection and belonging teachers feel with their students, colleagues, and the wider school community [94,106]. Positive relationships not only contribute to a supportive work environment but also enhance teachers' sense of professional identity and belonging, factors critical for retention. By framing teacher well-being and retention within SDT, it becomes clear that policies and practices that support the fulfillment of these basic psychological needs can have a profound impact on teachers' motivation to stay in the profession [107]. This approach underscores the importance of creating environments that empower teachers with autonomy, acknowledge and develop their competence, and foster a sense of community and belonging, thereby enhancing their well-being and inclination to remain in teaching [108].

Additionally, the Job Demands-Resources (JD-R) Model [109] provides another theoretical framework for understanding the dynamic interaction between the various demands placed on teachers and the resources available to them, and how this balance impacts their well-being and decisions to stay in or leave the teaching profession. According to the JD-R Model, job demands encompass those physical, psychological, social, or organizational aspects of the job that require sustained effort and are associated with certain physiological and psychological costs [83,110,111]. For teachers, these demands can include workload, classroom management challenges, and the emotional labor involved in teaching. When these demands exceed the resources available to teachers, such as social support, autonomy, and opportunities for professional development, the risk of burnout increases, negatively affecting their well-being and potentially leading to attrition [98,111]. Conversely, when teachers have access to adequate resources, they are more likely to experience job satisfaction, engagement, and a strong sense of well-being, which are conducive to retention. The JD-R Model emphasizes the critical role of organizational support in providing these resources, highlighting the need for educational institutions to invest in professional development programs, foster supportive leadership and collegial relationships, and grant teachers the autonomy to innovate and adapt their teaching practices. By addressing both the demands on teachers and enhancing their resources, the JD-R Model suggests a pathway to improving teacher well-being and reducing turnover. Implementing strategies based on this model can help mitigate the stressors associated with teaching, promote a positive work environment, and support teachers' professional growth and satisfaction, thereby encouraging their continued commitment to the profession.

2.4 The present study

The existing literature indicates that perfectionism can positively and negatively affect teacher well-being. While self-oriented perfectionism may lead to increased motivation, conscientiousness, and commitment to professional growth, socially prescribed perfectionism can result in elevated stress levels, burnout, and reduced job satisfaction. Therefore, exploring how these different dimensions of perfectionism manifest among early career language teachers and how they may impact their overall well-being is crucial. Moreover, the literature emphasizes the significance of emotion regulation in managing the emotional demands of the teaching profession. Effective emotion regulation strategies, such as cognitive reappraisal, self-care practices, and seeking social support, have been associated with higher levels of well-being and job satisfaction among teachers. However, there is a dearth of research investigating how early career language teachers utilize emotion regulation strategies to cope with the challenges they face and how these strategies may relate to their well-being and intention to remain in the teaching profession.

Additionally, while the literature suggests that teacher well-being is linked to retention, the specific mechanisms that influence early career language teachers' decision to stay or leave the profession require further exploration. It remains unclear how well-being and specific factors, such as emotional well-being and work-life balance influence teachers' career choices. This study contributes to addressing these gaps and sheds light on the complex relationship between well-being and retention among early career language teachers in Iran. The research questions guiding this study are as follows.1. How do early career language teachers in Iran describe their experiences with self-oriented and socially prescribed perfectionism, and its impact on their well-being?

2. How do early career language teachers' perceive the role of emotion regulation strategies in their well-being?

3. In what ways do early career language teachers perceive their well-being as influencing their decision to remain in or leave the teaching profession?

3 Method

3.1 Research design and participants

For this study, a qualitative approach was employed to gain in-depth insights into the experiences of early career language teachers with respect to their well-being, with a specific focus on the role of perfectionism and self-regulation of emotions. Qualitative research is appropriate for exploring complex phenomena and understanding subjective perspectives and lived experiences [112,113]. The recruitment of participants was conducted over a period of two months, utilizing a multi-channel approach that included social media platforms, direct contacts with teachers, and teachers’ co-operation in inviting their colleagues to participate in the study. This strategy was employed to ensure selection of a diverse pool of potential participants, reaching those who might be particularly reflective about their experiences and willing to share. In total, the recruitment effort resulted in responses from 35 language teachers.

The selection of participants for this study was based on the he following criteria. First, the participants were selected based on their status as early-career language teachers. This refers to teachers in the initial years of their teaching profession, typically within the first 1–5 years of their teaching experience [114,115]. Second, the participants were selected from private schools, as teachers in the private sector have limited organizational support and professional developments opportunities [116]. To apply the inclusion criteria, each respondent was initially screened through a brief online questionnaire that gathered information on their teaching experience and employment sector. This initial screening ensured that participants met the specific criteria set for the study. Third, the participants had high levels of English language proficiency and academic degrees in Teaching English to Speakers of other Languages (TESOL) from higher education institutes in Iran. The final sample of 15 early-career language teachers was then selected based on a purposive sampling strategy. This sample size is considered appropriate for qualitative research, allowing for in-depth exploration and analysis of participants' experiences [117]. Further demographic information about the participants are provided in Table 1.Table 1 Study participants.

Table 1Participants	Age	Education	Institute	Gender	Teaching Experience	
Ali	24	BA in TESOL	A	Male	4	
Azadeh	22	BA in TESOL	A	Female	1	
Bijan	24	MA in TESOL	A	Male	2	
Saeed	23	BA in TESOL	A	Male	3	
Yasmin	22	MA in TESOL	A	Female	1	
Arash	23	BA in TESOL	B	Male	2	
Leila	25	MA in TESOL	B	Female	2	
Reza	23	BA in TESOL	B	Male	2	
Shirin	25	MA in TESOL	B	Female	4	
Zahra	23	MA in TESOL	B	Female	2	
Farhad	22	BA in TESOL	C	Male	1	
Maryam	24	MA in TESOL	C	Female	3	
Mehrdad	23	BA in TESOL	C	Male	2	
Narges	26	MA in TESOL	C	Female	4	
Parisa	22	MA in TESOL	C	Female	2	

3.2 Data collection

The data collection for this study involved semi-structured interviews [118,119], which provided a platform for the participants to share their experiences, perceptions, and insights related to their perfectionist tendencies, self-regulation of emotions, and wellbeing. The following steps were taken in the process of data collection. First, an interview guide was developed to ensure consistency and structure during the interviews (Appendix A). The guide was designed to cover a range of topics related to perfectionism, self-regulation, and well-being, addressing aspects such as participants' experiences, challenges, coping strategies, and perceptions of support systems. The interview guide included open-ended questions and prompts to encourage participants to reflect on their experiences in detail. Second, prior to conducting the main interviews, a pilot study was conducted with a small sample resembling the study participants to test the effectiveness and clarity of the interview guide. The feedback from the pilot interviews was used to refine the interview guide and ensure that the questions effectively elicit the desired information. Third, participants were recruited using purposeful sampling based on the criteria mentioned earlier and they were informed about the study's objectives, procedures, and confidentiality and were given the opportunity to provide informed consent. Next, the interviews were conducted in a private and comfortable setting by one the researchers, allowing participants to express their thoughts and experiences freely. The interviews were audio-recorded with participants' consent. The researcher conducting the interviews adopted an empathetic and non-judgmental approach, creating a supportive environment that encourages participants to share their perspectives openly. Finally, the audio recordings were transcribed verbatim following the interviews, ensuring accuracy in capturing participants' responses. The transcriptions were anonymized to maintain confidentiality.

3.3 Data analysis

The data collected from the interviews was analyzed using Nvivo software using an inductive thematic analysis approach, which allows for identifying patterns, themes, and meanings that emerge directly from the participants' responses [120,121]. The first step in the analysis process involved open coding, where the researchers systematically coded the data by assigning descriptive labels or codes to text segments [122]. This process involved highlighting significant statements, phrases, or ideas that capture key concepts related to perfectionism, self-regulation, and well-being. Next, codes that shared similar meanings or concepts were collated into initial themes [120]. The researchers then grouped related codes together to form potential themes that captured important aspects of the participants' experiences. The initial themes were reviewed, refined, and organized coherently. The relationships between codes and themes were closely examined, ensuring that they accurately represented the data and reflected the participants' experiences. Finally, each refined theme were defined and given a descriptive and meaningful name that encapsulated its content and significance. This step involved synthesizing the data within each theme and formulating clear and concise descriptions. To establish intercoder reliability [[123], [124], [125]], approximately 20 % of the interview transcripts were randomly selected for dual coding by an additional, independent coder. The coding was then compared, and discrepancies and disagreements were discussed and resolved through discussion. For the purpose of calculating inter-rater reliability, Cohen's kappa was employed to assess agreement between raters beyond chance, complemented by percent agreement as a straightforward measure of concordance. The analysis yielded a Cohen's kappa of 0.82, indicating substantial agreement, and a percent agreement of 89 %, reflecting a high level of consistency in coding. Following this process, minor adjustments were made to the codebook to clarify definitions and ensure more consistent application across the dataset. All transcripts, including those initially coded, were then re-analyzed with the refined codebook to ensure uniform application of the coding scheme.

Furthermore, several strategies were employed to ensure rigor and validity in the analysis process. First, the researchers maintained reflexivity by acknowledging their personal biases, assumptions, and preconceptions throughout the research process. Reflexivity allowed for critical self-reflection, ensuring that the researcher's perspectives did not unduly influence the interpretation of the data. Second, the preliminary findings were shared and checked with participants to validate the accuracy and credibility of the interpretations. This process allowed participants to provide feedback, confirm the accuracy of their experiences as portrayed in the analysis, and contributed to interpreting the data. Moreover, the researchers engaged in discussions with three colleagues who were familiar with qualitative research methods to gain insights, feedback, and alternative perspectives on the analysis process and findings. This process further enhanced the trustworthiness and reliability of the analysis.

4 Findings

This section presents the main findings concerning each research question guiding the study.1 Perfectionism and ECTs' Well-Being

The first research question aimed to explore how early career language teachers in Iran describe their experience in relation to aspects of self-oriented and socially prescribed perfectionism and perceived impacts on their well-being. The findings revealed that both self-oriented and socially prescribed perfectionism played significant roles in shaping their well-being. More specifically, the participants' experiences of perfectionism varied, with some teachers expressing positive impacts on their well-being due to self-oriented perfectionism, while others reported negative effects arising from socially prescribed perfectionism.

4.1 Theme 1: self-oriented perfectionism

Self-oriented perfectionism has been identified as an influencing factor on the perceived well-being of Iranian ECTs. In this regard, those participants who exhibited some levels of self-oriented perfectionism in their work often expressed higher levels of motivation and a strong commitment to their professional growth. Some of them reported setting ambitious personal standards for their teaching practices, and consequently they viewed mistakes as opportunities for improvement rather than signs of failure. For example, Azadeh, reported consistently setting high personal standards for herself and sought opportunities for professional development. She mentioned, "I always aim to deliver more and more engaging and high-quality lessons to my students. This process pushes me to learn new teaching strategies and seek feedback from my colleagues to enhance my teaching skills." This commitment to excellence seemed to influence her overall job satisfaction and a sense of accomplishment: “When I do my best in the classroom in providing quality teaching, it makes me feel really good and elative about being a teacher and also being able to make a difference in lives of my students”. Additionally, Bijan exhibited some aspects of self-oriented perfectionism, emphasizing the positive influence on his commitment to continuous improvement: "I believe that my students deserve the best education, and that drives me to invest more time and effort in my own development too. In this regard, I attend many workshops and many conferences to stay updated with the latest and up-to-date teaching techniques." This dedication to professional growth also positively influenced his job satisfaction and well-being, as he viewed teaching and progress as “a meaningful and the most rewarding life undertaking”.

4.2 Theme 2: socially prescribed perfectionism

On the other hand, socially prescribed perfectionism negatively affected the perceived well-being of ECTs. More specifically, those participants who experienced socially prescribed perfectionism often felt overwhelmed by the perceived expectations from administrators, parents, and some students, which lead to increased stress levels and reduced job satisfaction. In this regard, Shirin shared her experiences of socially prescribed perfectionism. She described feeling a lot of pressure to meet the expectations of others in her teaching practices: "I sometimes feel like that I'm never doing enough. No matter how hard I try, the parents always want more! This is both emotionally exhausting and it also affects my enthusiasm and motivation for teaching,". This pressure negatively impacted her overall well-being and job satisfaction. Moreover, Farhad also reported feeling overwhelmed by the perceived external standards he needed to meet, which led to elevated stress levels and reduced job satisfaction. He expressed feelings of inadequacy and emotional exhaustion due to the constant worry about meeting others' expectations: “As a language teacher, I have a genuine passion for helping my students learn and grow, but the constant and relentless pressure to meet the expectations of the others makes it really difficult for me to work as a teacher. Sometimes, I find myself constantly worried about not measuring up to those standards set by others”.

4.3 Theme 3: coping strategies and support systems

While perfectionism impacted early career language teachers' perceptions of their well-being, coping strategies and support systems were considered significant in mitigating or exacerbating its impact. Accordingly, Zahra emphasized the importance of using positive coping strategies to maintain her well-being: "I do set high standards for myself, but I have learned to take breaks and practice self-care when I needed. This process helps me a lot in managing the pressure and avoid burnout". Her ability to effectively regulate her perfectionist tendencies through self-care contributed to her overall well-being. Likewise, Saeed experienced socially prescribed perfectionism. Nevertheless, he highlighted the supportive work environment as a crucial factor in managing the negative impact of perfectionism: "Having a lot of supportive colleagues and an understanding supervisor in the school make a big difference. It helps me feel more valued and cared for. This support also lessens the pressure a lot". Consequently, the presence of a positive work climate acted as a buffer against the negative effects of socially prescribed perfectionism on his well-being.2 ECTs' Emotional Experiences and Wellbeing

The findings for the second research question shed light on how ECTs perceive and manage their emotional experiences through various emotion regulation strategies. In this regard, cognitive reappraisal emerged as a widely used strategy for maintaining emotional resilience, while expressive suppression had mixed consequences, impacting teachers’ perceptions of their well-being. The participants' responses also pointed to the importance of balanced emotional expressions, self-care practices, and supportive relationships in coping with the emotional demands of teaching.

4.4 Theme 1: cognitive reappraisal as an effective Emotion regulation strategy

Most participants reported employing cognitive reappraisal to regulate their emotional experiences when facing with challenges in their teaching practices. They also described how they reframed difficult situations as opportunities for personal and professional growth. By adopting a positive outlook, some teachers were able to transform setbacks into valuable learning experiences. For example, Parisa shared her experience of using cognitive reappraisal: "When I face a challenging classroom situation, most of the times I try to see it as a chance to improve my classroom management skills. It helps me stay focused and lessens the anxiety associated with the situation." This teacher's ability to reinterpret challenges allowed her to approach them with determination rather than being overwhelmed by negative emotions. Moreover, Reza also emphasized the importance of cognitive reappraisal: “If a lesson in the classroom doesn't go as planned, I remind myself that teaching is a process associated with continuous learning. This mindset helps me stay motivated to improve." In this case, positive reinterpretation of setbacks contributed to his emotional resilience and professional growth.

Participants also reported using cognitive reappraisal to shift their attention from negative aspects to positive aspects of their teaching experiences. By redirecting their focus, some teachers were able to maintain a sense of enthusiasm and fulfillment in their job. In this regard, Yasmin expressed: "When I feel overwhelmed with grading or administrative tasks, I remind myself of the joy I experience when my students succeed. In this way, I can stay motivated." Here, the teacher's ability to focus on the positive aspects of her role as an educator contributed to her emotional well-being and sense of purpose. Furthermore, Ali highlighted the significance of cognitive reappraisal in maintaining job satisfaction: "Teaching can be a challenging job, but I always remind myself of the impact I have on the lives of my students. It brings a sense of fulfillment that outweighs the difficulties of teaching." His focus on the positive outcomes of his teaching efforts might enabled him to manage stress and emotional strain effectively.

4.5 Theme 2: expressive suppression and its perceived consequences

Some early career language teachers reported engaging in expressive suppression as a means to maintain professionalism in the classroom. While this strategy allowed them to conceal their emotions during challenging situations, it often came at the cost of their well-being. For example, Maryam described her use of expressive suppression: "Most of times, I try not to show my frustration or disappointment to the students, even when things get really tough. Maintaining a positive atmosphere in the classroom is important, but it can be emotionally challenging at times." Her efforts to maintain a composed demeanor in the classroom led to perceived emotional exhaustion. Arash also acknowledged the consequences of expressive suppression: "I hide my anger, stress and anxiety from my students, because I want to be regarded as a reliable source of support for them. However, it sometimes leaves me feeling emotionally exhausted after a long day." His tendency to suppress his emotions in front of his students influenced his perceptions towards well-being. Furthermore, some participants recognized the importance of balancing expressive suppression and authentic emotional expression. They highlighted the significance of acknowledging and appropriately expressing their emotions to maintain emotional well-being. Leila, emphasized the need for balanced emotional expression: "While I try to remain professional as a teacher, I also believe that it's essential to be genuine with my emotions. This is important for connecting better with my students and colleagues." Her approach to balanced emotional expression allowed her to establish more meaningful relationships in the classroom and workplace. Mehrdad also shared a similar experience: "I believe that showing vulnerability is a part of being human. Sharing my feelings with colleagues during challenging times has been comforting and has reduced my stress levels." His willingness to express his emotions appropriately created a supportive environment, contributing to his emotional well-being.

4.6 Theme 3: importance of self-care and social support in ECTs’ wellbeing

Some teachers acknowledged the significance of self-care practices in replenishing their emotional resources and reducing their stress. For example, Farhad emphasized the importance of self-care: "Taking time for myself, like going for a walk, watching a nice movie, or engaging in hobbies, helps me recharge. Sometimes, we need to prioritize our well-being." His commitment to self-care contributed to his perceived emotional resilience. Moreover, some participants highlighted the importance of supportive relationships with colleagues, mentors, and friends in coping with the emotional demands of teaching. In this regard, Zahra emphasized the role of social support: "Having a mentor to guide me has been really invaluable. It's truly comforting to have someone to talk to when you have problems. It is also helpful for sharing experiences and seeking advice for teaching." Accordingly, supportive relationship with her mentor provided this participant with emotional validation and coping resources. Saeed also emphasized the importance of support systems in teaching context: "My relationships with my colleagues are essential for creating a positive work environment for me. When support each other in challenging times, this makes being a teacher more enjoyable and less stressful." His positive relationships with colleagues contributed to his increased emotional well-being and perceptions in relation to overall job satisfaction.3 ECTs' Wellbeing and Career Trajectories

The findings for the third research question provided some insights on how early career language teachers' perceived well-being plays a crucial role in their intentions to remain in or leave the teaching profession. Positive emotional experiences, job satisfaction, and work engagement were identified as important factors in shaping such trajectories. Additionally, supportive work environments, positive school climates, professional development opportunities, and autonomy were identified as important organizational factors that might contribute to teachers' well-being and intention to continue their careers in teaching.

4.7 Theme 1: well-being as a critical factor in teacher retention

The findings of the study provided insights on how ECTs’ perceptions of their well-being positively impacted their intention to remain in teaching. In this regard, the participants who reported higher levels of perceived well-being expressed a stronger commitment to their role as teachers, and demonstrated a greater willingness to persevere through challenges. For example, Azadeh expressed her commitment to teaching: "I really enjoy teaching, and it brings me a sense of happiness and fulfillment. Despite some difficulties, I am determined to continue in this job and make a difference in my students' lives." Her positive emotional experiences and sense of job satisfaction contributed to her dedication to the teaching profession. Shirin also shared a similar experience: "When I feel supported and valued in the school, I am more motivated to work more. Teachers must have a positive and encouraging work environment." Accordingly, her experience of well-being within a supportive school climate seems to reinforce her commitment to the teaching profession.

Participants who reported higher levels of perceived well-being were also more likely to experience work engagement. Their perceptions of positive emotional experiences and sense of fulfillment in their roles contributed to their overall job satisfaction, making them more inclined to continue their career in teaching. For example, Bijan described his sense of job satisfaction: "I feel fulfilled when I see my students' progress and their excitement about learning. It motivates me to improve my teaching methods and be more innovative in the classroom." His perceptions of job satisfaction and passion for teaching were considered as instrumental in his intention to remain in the profession. Another participant, Maryam, expressed: "When I am fully engaged in the classroom, it's like time flies. In this regard, I feel a strong connection with my students. It makes me realize that teaching is my true calling." This teacher's deep engagement in her teaching role had a critical role in her decision to continue her career as an educator.

4.8 Theme 2: organizational factors and teacher well-being (and retention)

The findings highlighted the facilitative role of supportive work environments and positive school climates on early-career language teachers' perceptions in relation to their well-being and intention to remain in the teaching profession. Participants who perceived their schools as supportive and conducive to their well-being expressed a stronger desire to continue their teaching careers. For example, Farhad emphasized the role of the school environment: “When teachers are treated with respect in the school and when they are provided with necessary resources, it fosters a positive work environment for them. It makes us feel valued and motivated as teachers." His experience of a supportive work environment positively have influenced his intention to remain in the teaching profession. Narges also described the impact of school climate: “A positive school climate promotes collaboration and communication among us as teachers. It makes us feel like we are part of a larger community, which greatly impacts our commitment to the school." Her positive experience of school climate seemed to enhance her overall well-being, contributing to her retention intention.

Participants also emphasized the importance of professional development opportunities and autonomy in shaping their well-being and intention to remain in the teaching profession. When teachers were provided with opportunities for growth and autonomy in their roles, it positively contributed to their retention. For example, Reza highlighted the significance of professional development in his work: “When schools invest in our professional growth and provide us with some workshops and training sessions, it shows that they value teachers. It motivates me to improve and contribute more and more to the school community." His access to professional development opportunities positively influenced his perceptions of well-being and intention to stay in the profession. Yasmin further emphasized the role of autonomy: “Having the freedom to design my own lessons and use innovative teaching methods makes me feel more engaged and satisfied with my job as a teacher. In other words, such a freedom gives me a sense of ownership over my work." Her experience of autonomy in her teaching role contributed to her perceived well-being and retention intention.

5 Discussion

The findings from the first research question align with existing literature on perfectionism and well-being among teachers. More specifically, the observation that self-oriented perfectionism impacts perceptions of well-being is consistent with research that suggests self-oriented perfectionism can lead to increased motivation, conscientiousness, and commitment to professional growth [18,51]. ECTs who exhibit self-oriented perfectionism may strive for excellence, continuously improve their teaching practices, and demonstrate a strong dedication to the learning outcomes of their students. However, the negative impact of self-oriented perfectionism on well-being corresponds to studies indicating that self-oriented perfectionism can lead to increased stress, burnout, and reduced job satisfaction [19,54]. The constant pressure to achieve perfection and the tendency for self-criticism can create a cycle of heightened stress and exhaustion among teachers. Similarly, the detrimental impacts of socially prescribed perfectionism on well-being is also consistent with previous research highlighting the negative effects of perceiving high expectations from others [55,56]. In this regard, ECTs who experience socially prescribed perfectionism may feel an overwhelming pressure to meet external expectations, leading to increased stress and reduced job satisfaction. The findings also underscore the importance of self-care practices and social support in mitigating the negative consequences of perfectionism on well-being. Engaging in self-care activities, seeking support from colleagues and mentors, and finding a balance between external expectations and personal well-being might be regarded as some essential strategies for ECTs to cope with perfectionism and maintain their overall well-being.

Moreover, these findings might be explained in light of the Job Demands-Resources Model (JD-R Model) [111,126] and the Self-Determination Theory (SDT) [101]. The JD-R Model posits that job demands (e.g., high expectations, workload) can lead to burnout and decreased well-being, while job resources (e.g., support, autonomy) can enhance job satisfaction and well-being. Accordingly, social support, autonomy, and self-care practices acted as resources that help ECTs manage the demands of perfectionism and maintain their well-being. Additionally, the Self-Determination Theory emphasizes the importance of autonomy, competence, and relatedness in promoting well-being and intrinsic motivation. ECTs who exhibit self-oriented perfectionism may experience a sense of competence and autonomy in their commitment to professional growth. Conversely, socially prescribed perfectionism may undermine their sense of autonomy, as they feel pressured to meet external expectations. Thus, supporting teachers' autonomy and competence while providing a positive and supportive work environment can foster their overall well-being.

The findings for the second research question shed light on emotion regulation strategies that ECTs employ to manage their emotional experiences. The findings provided insights on how such strategies might contribute to their perceived wellbeing. Cognitive reappraisal emerged as a prominent strategy used by most of the participants, with teachers reframing challenges as opportunities for growth and focusing on the positive aspects of their teaching experiences. This finding aligns with the literature on emotion regulation, which highlights cognitive reappraisal as an adaptive strategy associated with increased well-being and reduced emotional distress [74]. Additionally, the findings revealed that some teachers engage in expressive suppression to maintain professionalism in the classroom, which aligns with previous research highlighting the prevalence of expressive suppression among educators [77]. However, it was evident that excessive use of expressive suppression can lead to emotional exhaustion and reduced job satisfaction, highlighting the importance of finding a balanced approach to emotional expression in teaching. 10.13039/100014337 Furthermore , the role of self-care practices and social support in promoting teacher well-being was evident in the findings. Engaging in self-care activities, such as exercise, mindfulness, and hobbies, served as effective strategies for emotional replenishment and stress reduction. Social support from colleagues, mentors, and friends provided valuable coping resources and emotional validation for teachers facing challenges in their professional lives. These findings align with existing literature emphasizing the positive impact of self-care and supportive relationships on teacher well-being [79,80].

The findings of this research question can be further explained in light of theoretical literature related to emotion regulation and well-being. Cognitive Reappraisal, as an effective strategy identified by the participants, aligns with the cognitive model of emotion regulation [127]. According to this model, individuals can reinterpret or reappraise a situation to alter their emotional response. By perceiving challenges as opportunities for growth and focusing on positive aspects, ECTs teachers might engage in cognitive reappraisal to manage their emotional experiences and promote well-being. Moreover, the use of expressive suppression observed among some participants can be understood in the context of emotional labor theory [128,129]. ECTs may feel the need to manage their emotions to meet professional expectations and create a positive classroom environment for their students [68,130,131]. However, this emotional labor can come at the cost of their own well-being, leading to emotional exhaustion and reduced job satisfaction [68]. The findings underscore the importance of addressing emotional labor and promoting authentic emotional expression in teaching. The importance of self-care practices and social support as perceived by the participants also aligns with the principles of the self-determination theory [101], which posits that individuals have innate psychological needs for autonomy, competence, and relatedness. Engaging in self-care activities and seeking support from others can fulfill these psychological needs, promoting teachers' well-being and motivation to remain in the profession.

The findings the third research question provided insights into the perceptions of ECTs in relation to their well-being and the resultant intention to remain in or leave the teaching profession. The results suggest that teacher well-being seems to play a crucial role in promoting teacher retention. Early career language teachers who perceive higher levels of well-being expressed more commitment to the teaching profession and showed a desire to continue teaching in the long term. This observation also might be explained through Job Demands-Resources model [109,111], which posits that job resources, including well-being and positive emotional experiences, contribute to work engagement and overall job satisfaction. When teachers experience positive emotions and satisfaction in their work, they are more likely to invest in their teaching roles and remain committed to their profession. Furthermore, the findings underscore the importance of organizational factors, such as supportive work environments and school climate, in shaping teacher well-being and retention. This aspect of the findings further aligns with the Social Exchange Theory [132], which suggests that positive exchanges between individuals and their organizations, such as support, resources, and autonomy, foster positive attitudes and commitment to the organization. Teachers who perceive their schools as supportive and empowering are more likely to experience higher levels of well-being and be motivated to stay in the teaching profession [101].

6 Study implications

The findings of this study have several implications for the field of education, particularly in the context of ECTs. Understanding the complex interplay between perfectionism, emotion regulation, well-being, and teacher retention provides insights into the challenges teachers face and informs the development of targeted interventions to support their well-being and retention. The study's results highlight the dual nature of perfectionism on teacher well-being [18,57,59]. While self-oriented perfectionism might positively impact motivation and professional growth, socially prescribed perfectionism mostly leads to stress and career dissatisfaction [28,29,36]. School administrators and policymakers can use this knowledge to design professional development programs that address self-oriented perfectionism positively, fostering a growth mindset [133] and supporting teachers' continuous improvement. Moreover, interventions targeting socially prescribed perfectionism could focus on reducing external pressures and creating a supportive school environment that values effort over perfection [[134], [135], [136]]. As emotion regulation emerged as a key factor influencing ECTs' well-being, it is also essential to incorporate emotion regulation training into teacher preparation programs and professional development initiatives [[137], [138], [139], [140]]. Equipping teachers with effective emotion regulation strategies, such as cognitive reappraisal, can enhance their ability to manage the emotional demands of the profession and reduce burnout. Moreover, providing resources and support for self-care practices and promoting collaborative professional learning communities can foster a culture of emotional well-being among educators [141,142].

Moreover, the findings of the study underscore the significance of organizational factors in shaping teacher well-being and retention [[143], [144], [145]]. School leaders should prioritize creating supportive work environments with positive climates [114]. Encouraging autonomy, providing adequate resources for professional development, and fostering supportive relationships among teachers can contribute to their emotional well-being and job satisfaction [94,106]. Furthermore, mentoring programs can be established to offer guidance and emotional support for ECTs during their formative years in the profession [146]. The positive impact of teacher well-being on retention emphasizes the need for comprehensive teacher retention strategies. Efforts should focus on promoting ECTs' well-being and job satisfaction to encourage their commitment to the profession. Schools and educational institutions can create a more nurturing and fulfilling work environment by addressing the specific factors that influence teacher well-being, leading to higher retention rates among early career educators.

7 Conclusions, limitations, and future research

This qualitative study explored the intricate relationship between perfectionism, emotion regulation, well-being, and teacher retention among early career language teachers in Iran. Through in-depth interviews with 15 participants, the findings provided insights into these teachers' experiences, perceptions, and challenges. The study revealed a complex interplay between different dimensions of perfectionism and teacher well-being. While self-oriented perfectionism positively influenced motivation, commitment to excellence, and professional growth, socially prescribed perfectionism led to increased stress, fear of failure, and career dissatisfaction. These findings emphasize the need to address perfectionism in a nuanced manner, recognizing its dual nature on teacher well-being. Emotion regulation emerged as a critical factor in managing ECTs' emotional experiences. Cognitive reappraisal was identified as an effective strategy, helping teachers reframe challenges as opportunities for growth and focus on positive aspects of teaching. On the other hand, expressive suppression had adverse effects, impacting well-being and necessitating balanced emotional expression. The importance of self-care practices and seeking social support in promoting emotional replenishment and coping was also highlighted. Teacher well-being emerged as a crucial factor influencing ECTs' intention to remain in or leave the profession. Enhanced commitment, job satisfaction, and work engagement positively influenced teacher retention. Organizational factors, including supportive work environments, school climate, and professional development opportunities, played a vital role in shaping teacher well-being and their decision to continue teaching.

While this study provides insights into the experiences of early career language teachers, it is essential to acknowledge its limitations. Firstly, in reflecting on how well the interviews answered the research questions and achieved the purpose of the study, it is important to note that while the semi-structured interview format facilitated in-depth exploration of participants’ experiences, it also posed challenges. Specifically, the reliance on participants' self-reporting may have influenced the depth and breadth of insights into perfectionism and emotion regulation strategies. Although measures were taken to encourage open and honest responses, the inherent subjectivity of self-reported data could limit the scope of interpretations drawn from these narratives. Secondly, the selection process for participants, while aimed at capturing a diverse range of experiences among early career language teachers, may carry implications for bias. The criteria for selecting participants were designed to ensure relevance and richness of the data; however, this focus on ECTs in private schools potentially overlooks the nuanced experiences of those in public schools or with different levels of teaching experience. Lastly, while the sample size of 15 participants is appropriate for qualitative research and allowed for detailed thematic analysis, it inherently limits the breadth of perspectives and contexts represented. The findings of this study are specific to the participants involved, and additional research with larger and more diverse samples is necessary to validate and broaden the understanding of the relationship between perfectionism, emotion regulation, well-being, and teacher retention.

This study provides some directions for future research in teacher well-being and retention. Longitudinal studies tracking ECTs over an extended period can offer insights into their stability and changes in perfectionism, emotion regulation, and well-being. Understanding the trajectories of these factors and their impact on teacher retention can inform more targeted support initiatives. Conducting comparative studies across different countries and educational systems can reveal contextual variations in the experiences of ECTs. Comparing the impact of perfectionism, emotion regulation, and well-being on retention across diverse settings can inform global strategies for supporting and retaining educators. Integrating quantitative methods with qualitative data can provide a more comprehensive understanding of the complex relationships explored in this study. Combining survey data with in-depth interviews can yield both breadth and depth in exploring the experiences of ECTs. In conclusion, this study's findings underscore the importance of understanding perfectionism, emotion regulation, well-being, and their influence on teacher retention. Tailoring support for perfectionism, providing emotion regulation training, enhancing organizational support, and prioritizing teacher well-being are essential steps toward supporting and retaining early career language teachers. Acknowledging the study's limitations, future research should continue to explore these relationships in diverse contexts to advance our understanding of early career teacher experiences and inform evidence-based strategies for their well-being and professional sustainability.

Ethics statement

All data collection procedures were in agreement with the ethical standards of the institutional research committee and the 1964 Helsinki Declaration. Ethical review and approval was not required for this study in accordance with the local legislation and institutional requirements in Iran issued by National Committee for Ethics in Research [147]. The patients/participants provided their written informed consent to participate in this study.

Funding

Not applicable.

Data availability

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

Informed consent

The patients/participants provided their written informed consent to participate in this study.

CRediT authorship contribution statement

Faegheh Sadat Sadraei: Writing – original draft, Validation, Resources, Methodology, Investigation, Formal analysis. Zahra Ebrahimi: Writing – original draft, Validation, Methodology, Investigation, Data curation. Ismail Xodabande: Writing – review & editing, Supervision, Conceptualization.

Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Appendix A Semi-Structured Interview Guide:

Opening:

• Start with a brief introduction about the purpose of the interview.

• Assure confidentiality and the anonymous treatment of their responses.

• Explain that there are no right or wrong answers and encourage openness.

Background Information:

1. Can you start by telling me about your journey into language teaching?

2. What inspired you to become a language teacher?

Experiences with Perfectionism:

3. Reflecting on your time as a teacher, have you felt pressure to meet certain standards or goals? Can you share specific instances?

4. In what ways do you set high standards for yourself in your teaching practice?

5. Have you ever felt that external expectations (from students, parents, administration, etc.) regarding your teaching were high? How did you deal with these perceptions?

Emotion Regulation Strategies:

6. Can you describe a challenging situation you've faced in your teaching career and how you managed your emotions during this time?

7. Are there specific strategies you employ to maintain a positive outlook or cope with stress related to teaching?

8. How do you balance expressing your emotions while maintaining professionalism in the classroom?

Well-being and Professional Fulfillment:

9. What aspects of teaching contribute most to your sense of well-being and job satisfaction?

10. Have there been moments in your teaching career that made you question your decision to be a teacher? How did you navigate these moments?

11. Can you discuss any support systems or resources that have been particularly beneficial for your well-being as a teacher?

Influence on Retention Decisions:

12. How does your current well-being and job satisfaction influence your thoughts about continuing in the teaching profession?

13. Are there specific factors or conditions that might lead you to consider leaving teaching? What might encourage you to stay?

14. Looking to the future, what changes or improvements would most positively impact your decision to remain in teaching?

Closing:

• Is there anything else about your experiences as an early career language teacher that you think is important and we haven't discussed?

• Thank the participant for their time and insights.
==== Refs
References

1 Van den Borre L. Spruyt B. Van Droogenbroeck F. Early career teacher retention intention: individual, school and country characteristics Teach. Teach. Educ. 105 1 2021 1 10 10.1016/j.tate.2021.103427
2 Kutsyuruba B. Walker K.D. Matheson I.A. Bosica J. Early career teaching progression: examining Canadian teachers' experiences during their first five years in the profession New Educ 18 1–2 Apr. 2022 1 26 10.1080/1547688X.2021.1940406
3 Gallant A. Riley P. Early career teacher attrition in Australia: inconvenient truths about new public management Teach. Teach. 23 8 2017 896 913 10.1080/13540602.2017.1358707
4 Wyatt J.E. O'Neill M. Investigation of early career teacher attrition and the impact of induction programs in Western Australia Int. J. Educ. Res. 107 1 2021 1 10 10.1016/j.ijer.2021.101754
5 Buchanan J. Prescott A. Schuck S. Aubusson P. Burke P. Teacher retention and attrition: views of early career teachers Aust. J. Teach. Educ. 38 3 Jan. 2013 124 141 10.3316/informit.705789501923965
6 Clandinin D.J. Early career teacher attrition: intentions of teachers beginning Teach. Educ. 26 1 Jan. 2015 1 16 10.1080/10476210.2014.996746
7 Gallant A. Riley P. Early career teacher attrition: new thoughts on an intractable problem Teach. Dev. 18 4 Oct. 2014 562 580 10.1080/13664530.2014.945129
8 Schaefer L. Beginning teacher attrition: a question of identity making and identity shifting Teach. Teach. 19 3 Jun. 2013 260 274 10.1080/13540602.2012.754159
9 Schuck S. Aubusson P. Buchanan J. Varadharajan M. Burke P.F. The experiences of early career teachers: new initiatives and old problems Prof. Dev. Educ. 44 2 Mar. 2018 209 221 10.1080/19415257.2016.1274268
10 Turner E. A study of early career teachers' practices related to language and language diversity during mathematics instruction Math. Think. Learn. 21 1 Jan. 2019 1 27 10.1080/10986065.2019.1564967
11 Trent J. The identity construction experiences of early career English language teachers in Hong Kong. Great expectations and practical realities Res. Pap. Educ. 31 3 May 2016 316 336 10.1080/02671522.2015.1037336
12 Trent J. Discourse, agency and teacher attrition: exploring stories to leave by amongst former early career English language teachers in Hong Kong Res. Pap. Educ. 32 1 Jan. 2017 84 105 10.1080/02671522.2016.1144215
13 Kamler B. Comber B. Making a difference: early career English teachers research their practice Chang. English 15 1 Mar. 2008 65 76 10.1080/13586840701825311
14 Behroozi M. Amoozegar A. Challenges to English language teachers of secondary schools in Iran Procedia - Soc. Behav. Sci. 136 1 2014 203 207 10.1016/j.sbspro.2014.05.314
15 Anyiendah M.S. Challenges faced by teachers when teaching English in public primary schools in Kenya Front. Educ. 2 2017 10.3389/feduc.2017.00013
16 Khong T.D.H. Saito E. Challenges confronting teachers of English language learners Educ. Rev. 66 2 2014 210 225 10.1080/00131911.2013.769425
17 Sulis G. Babic S. Mairitsch A. Mercer S. Jin J. King J.I.M. Retention and attrition in early‐career foreign language teachers in Austria and the United Kingdom Mod. Lang. J. 106 1 Feb. 2022 155 171 10.1111/modl.12765
18 Stoeber J. Rennert D. Perfectionism in school teachers: relations with stress appraisals, coping styles, and burnout Hist. Philos. Logic 21 1 Jan. 2008 37 53 10.1080/10615800701742461
19 Mahmoodi-Shahrebabaki M. The effect of perfectionism on burnout among English language teachers: the mediating role of anxiety Teach. Teach. 23 1 Jan. 2017 91 105 10.1080/13540602.2016.1203776
20 Shin S. Riding the happiness curve: the wellbeing of mid-career phase language teachers Lang. Learn. J. 51 2 Mar. 2023 195 207 10.1080/09571736.2021.1979632
21 Kutsyuruba B. Godden L. Bosica J. The impact of mentoring on the Canadian early career teachers' well-being Int. J. Mentor. Coach. Educ. 8 4 Jan. 2019 285 309 10.1108/IJMCE-02-2019-0035
22 Babic S. Mairitsch A. Mercer S. Sulis G. King J. Language teachers' capitals as resources for wellbeing across the career trajectories Eur. J. Teach. Educ. 1 1 2023 1 19 10.1080/02619768.2023.2280530
23 Kutsyuruba B. Walker K.D. Stasel R.S. Al Makhamreh M. Developing resilience and promoting well-being in early career teaching Can. J. Educ./Rev. Can. l’éducation 42 1 Mar. 2019 285 321 [Online]. Available: https://www.jstor.org/stable/26756663
24 Sulis G. Mercer S. Babic S. Mairitsch A. Language teacher wellbeing across the career span Multilingual Matters 2023 10.21832/9781800412811
25 Gkonou C. Miller E.R. Relationality in language teacher emotion regulation: regulating emotions through, with and for others System 115 1 2023 103046 10.1016/j.system.2023.103046
26 Gregersen T. Mercer S. MacIntyre P. Talbot K. Banga C.A. Understanding language teacher wellbeing: an ESM study of daily stressors and uplifts Lang. Teach. Res. Oct. 2020 1362168820965897 10.1177/1362168820965897
27 Mackinnon S.P. Sherry S.B. Perfectionistic self-presentation mediates the relationship between perfectionistic concerns and subjective well-being: a three-wave longitudinal study Pers. Individ. Dif. 53 1 2012 22 28 10.1016/j.paid.2012.02.010
28 Suh H. Gnilka P.B. Rice K.G. Perfectionism and well-being: a positive psychology framework Pers. Individ. Dif. 111 1 2017 25 30 10.1016/j.paid.2017.01.041
29 Ocampo A.C.G. Wang L. Kiazad K. Restubog S.L.D. Ashkanasy N.M. The relentless pursuit of perfectionism: a review of perfectionism in the workplace and an agenda for future research J. Organ. Behav. 41 2 2020 144 168 10.1002/job.2400
30 Lasalle M. Hess U. A motivational approach to perfectionism and striving for excellence: development of a new continuum-based scale for post-secondary students Front. Psychol. 13 1 2022 1 10 10.3389/fpsyg.2022.1022462
31 Samfira E.M. Paloş R. Teachers' personality, perfectionism, and self-efficacy as predictors for coping strategies based on personal resources Front. Psychol. 12 2021 1 10 10.3389/fpsyg.2021.751930
32 Simon C.R. Durand-Bush N. Does self-regulation capacity predict psychological well-being in physicians? Psychol. Health Med. 20 3 Apr. 2015 311 321 10.1080/13548506.2014.936887 25025955
33 Khatri P. Shukla S. A review and research agenda of work-life balance: an agentic approach Community Work. Fam. Oct. 2022 1 35 10.1080/13668803.2022.2127348
34 Daniel E. Van Bergen P. Teacher burnout during COVID-19: associations with instructional self-efficacy but not emotion regulation Teach. Teach. 29 3 Apr. 2023 310 328 10.1080/13540602.2023.2179615
35 Flett G.L. Hewitt P.L. Nepon T. Sherry S.B. Smith M. The destructiveness and public health significance of socially prescribed perfectionism: a review, analysis, and conceptual extension Clin. Psychol. Rev. 93 1 2022 1 10 10.1016/j.cpr.2022.102130
36 Flett G.L. Hewitt P.L. Hallett C.J. Perfectionism and job stress in teachers Can. J. Sch. Psychol. 11 1 Dec. 1995 32 42 10.1177/082957359501100105
37 Zimmerman B.J. Investigating self-regulation and motivation: historical background, methodological developments, and future prospects Am. Educ. Res. J. 45 1 Mar. 2008 166 183 10.3102/0002831207312909
38 Thomson P. Jaque S.V. Self-regulation, emotion, and resilience Thomson P. S. V. B. T.-C Jaque P.A. Explorations in Creativity Research 2017 Academic Press San Diego 225 243 10.1016/B978-0-12-804051-5.00014-7
39 Gross J.J. The extended process model of emotion regulation: elaborations, applications, and future directions Psychol. Inq. 26 1 Jan. 2015 130 137 10.1080/1047840X.2015.989751
40 MacIntyre P.D. Ross J. Talbot K. Mercer S. Gregersen T. Banga C.A. Stressors, personality and wellbeing among language teachers System 82 2019 26 38 10.1016/j.system.2019.02.013
41 King J. Ng K.-Y.S. Teacher emotions and the emotional labour of second language teaching Teacher Psychology Language Mercer S. Kostoulas A. Multilingual Matters 2018 141 157 10.21832/9781783099467-013
42 Braun S.S. Schonert-Reichl K.A. Roeser R.W. Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being J. Appl. Dev. Psychol. 69 1 2020 1 10 10.1016/j.appdev.2020.101151
43 Yin H. Huang S. Wang W. Work environment characteristics and teacher well-being: the mediation of emotion regulation strategies Int. J. Environ. Res. Publ. Health 13 9 2016 1 12 10.3390/ijerph13090907
44 Xiyun S. Fathi J. Shirbagi N. Mohammaddokht F. A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers Front. Psychol. 13 1 2022 1 13 10.3389/fpsyg.2022.904151
45 Yin H. Huang S. Lv L. A multilevel analysis of job characteristics, emotion regulation, and teacher well-being: a job demands-resources model Front. Psychol. 9 1 2018 1 10 10.3389/fpsyg.2018.02395 29410639
46 Skaalvik E.M. Skaalvik S. Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion Teach. Teach. Educ. 67 2017 152 160 10.1016/j.tate.2017.06.006
47 Skaalvik E.M. Skaalvik S. Dimensions of teacher burnout: relations with potential stressors at school Soc. Psychol. Educ. 20 4 2017 775 790 10.1007/s11218-017-9391-0
48 Frost R.O. Marten P. Lahart C. Rosenblate R. The dimensions of perfectionism Cognit. Ther. Res. 14 1 1990 449 468 10.1007/BF01172967
49 Hewitt P.L. Flett G.L. Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology Journal of Personality and Social Psychology 60 1991 456 470 10.1037/0022-3514.60.3.456 American Psychological Association, US 2027080
50 Stoeber J. Stoeber F.S. Domains of perfectionism: prevalence and relationships with perfectionism, gender, age, and satisfaction with life Pers. Individ. Dif. 46 1 2009 530 535 10.1016/j.paid.2008.12.006
51 Miquelon P. Vallerand R.J. Grouzet F.M.E. Cardinal G. Perfectionism, academic motivation, and psychological adjustment: an integrative model Personal. Soc. Psychol. Bull. 31 7 Jul. 2005 913 924 10.1177/0146167204272298
52 Day C. Qing G. Teacher emotions: well being and effectiveness Schutz P.A. Zembylas M. Advances in Teacher Emotion Research: the Impact on Teachers' Lives 2009 Springer US Boston, MA 15 31 10.1007/978-1-4419-0564-2_2
53 Madigan D.J. Kim L.E. Towards an understanding of teacher attrition: a meta-analysis of burnout, job satisfaction, and teachers' intentions to quit Teach. Teach. Educ. 105 2021 103425 10.1016/j.tate.2021.103425
54 Childs J.H. Stoeber J. Self-oriented, other-oriented, and socially prescribed perfectionism in employees: relationships with burnout and engagement J. Workplace Behav. Health 25 4 Oct. 2010 269 281 10.1080/15555240.2010.518486
55 Smith M.M. Why does socially prescribed perfectionism place people at risk for depression? A five-month, two-wave longitudinal study of the Perfectionism Social Disconnection Model Pers. Individ. Dif. 134 1 2018 49 54 10.1016/j.paid.2018.05.040
56 Molnar D.S. Reker D.L. Culp N.A. Sadava S.W. DeCourville N.H. A mediated model of perfectionism, affect, and physical health J. Res. Pers. 40 5 2006 482 500 10.1016/j.jrp.2005.04.002
57 Stoeber J. Feast A.R. Hayward J.A. Self-oriented and socially prescribed perfectionism: differential relationships with intrinsic and extrinsic motivation and test anxiety Pers. Individ. Dif. 47 5 2009 423 428 10.1016/j.paid.2009.04.014
58 Dickinson M.J. Dickinson D.A.G. Practically perfect in every way: can reframing perfectionism for high-achieving undergraduates impact academic resilience? Stud. High Educ. 40 10 Nov. 2015 1889 1903 10.1080/03075079.2014.912625
59 Kanten P. Yesıltas M. The effects of positive and negative perfectionism on work engagement, psychological well-being and emotional exhaustion Procedia Econ. Financ. 23 1 2015 1367 1375 10.1016/S2212-5671(15)00522-5
60 Madigan D.J. A meta-analysis of perfectionism and academic achievement Educ. Psychol. Rev. 31 4 2019 967 989 10.1007/s10648-019-09484-2
61 Fong R.W. Yuen M. Associations among measures of perfectionism, self-concept and academic achievement identified in primary school students in Hong Kong Gift. Talent. Int. 24 1 Mar. 2009 147 154 10.1080/15332276.2009.11674869
62 Lee Y.S. Chang J.Y. Choi J.N. Why reject creative ideas? Fear as a driver of implicit bias against creativity Creat. Res. J. 29 3 Jul. 2017 225 235 10.1080/10400419.2017.1360061
63 Gkonou C. Miller E.R. Caring and emotional labour: language teachers' engagement with anxious learners in private language school classrooms Lang. Teach. Res. 23 3 Sep. 2017 372 387 10.1177/1362168817728739
64 Nias J. Thinking about Feeling: the emotions in teaching Cambridge J. Educ. 26 3 Nov. 1996 293 306 10.1080/0305764960260301
65 Chang M.-L. An appraisal perspective of teacher burnout: examining the emotional work of teachers Educ. Psychol. Rev. 21 3 2009 193 218 10.1007/s10648-009-9106-y
66 Burić I. Frenzel A.C. Teacher anger: new empirical insights using a multi-method approach Teach. Teach. Educ. 86 2019 102895 10.1016/j.tate.2019.102895
67 Nazari M. Karimi M.N. De Costa P.I. Emotion and identity construction in teachers of young learners of English: an ecological perspective System 112 1 2023 1 12 10.1016/j.system.2022.102972
68 Nazari M. Karimpour S. Xodabande I. English language teachers' emotion labor in response to online teaching: an interpretative phenomenological approach J. Educ. 1 1 Feb. 2023 1 15 10.1177/00220574221150000
69 Song J. Emotional labour and professional development in ELT ELT J. 75 4 Oct. 2021 482 491 10.1093/elt/ccab036
70 Malinen O.-P. Savolainen H. The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: a longitudinal study Teach. Teach. Educ. 60 2016 144 152 10.1016/j.tate.2016.08.012
71 Jiang J. Vauras M. Volet S. Wang Y. Teachers' emotions and emotion regulation strategies: self- and students' perceptions Teach. Teach. Educ. 54 2016 22 31 10.1016/j.tate.2015.11.008
72 Balzarotti S. Biassoni F. Villani D. Prunas A. Velotti P. Individual differences in cognitive emotion regulation: implications for subjective and psychological well-being J. Happiness Stud. 17 1 2016 125 143 10.1007/s10902-014-9587-3
73 Chang M.-L. Emotion display rules, emotion regulation, and teacher burnout Frontiers in Education 5 2020 1 10 10.3389/feduc.2020.00090
74 Cândea D.-M. Szentágotai-Tătar A. Cognitive reappraisal as an emotion regulation strategy for shame: comparing self-distancing to changing self-evaluations Int. J. Cogn. Ther. 13 1 2020 42 53 10.1007/s41811-019-00064-4
75 Li P. Zhu C. Leng Y. Luo W. Distraction and expressive suppression strategies in down-regulation of high- and low-intensity positive emotions Int. J. Psychophysiol. 158 2020 56 61 10.1016/j.ijpsycho.2020.09.010 33080296
76 Fernandes M.A. Tone E.B. A systematic review and meta-analysis of the association between expressive suppression and positive affect Clin. Psychol. Rev. 88 1 2021 1 10 10.1016/j.cpr.2021.102068
77 Gkonou C. Miller E.R. An exploration of language teacher reflection, emotion labor, and emotional capital Tesol Q. 55 1 Mar. 2021 134 155 10.1002/tesq.580
78 Lavy S. Eshet R. Spiral effects of teachers' emotions and emotion regulation strategies: evidence from a daily diary study Teach. Teach. Educ. 73 1 2018 151 161 10.1016/j.tate.2018.04.001
79 Hwang Y.-S. Noh J.-E. Medvedev O.N. Singh N.N. Effects of a mindfulness-based program for teachers on teacher wellbeing and person-centered teaching practices Mindfulness (N. Y). 10 11 2019 2385 2402 10.1007/s12671-019-01236-1
80 Ju C. Lan J. Li Y. Feng W. You X. The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout Teach. Teach. Educ. 51 1 2015 58 67 10.1016/j.tate.2015.06.001
81 Guo J. Liu L. Zhao B. Wang D. Teacher support and mental well-being in Chinese adolescents: the mediating role of negative emotions and resilience Front. Psychol. 10 2020 1 12 10.3389/fpsyg.2019.03081
82 Le Cornu R. Ewing R. Reconceptualising professional experiences in pre-service teacher education…reconstructing the past to embrace the future Teach. Teach. Educ. 24 7 2008 1799 1812 10.1016/j.tate.2008.02.008
83 Han J. Yin H. Wang J. Examining the relationships between job characteristics, emotional regulation and university teachers' well-being: the mediation of emotional regulation Front. Psychol. 11 2020 1 12 10.3389/fpsyg.2020.01727 32038435
84 Bermejo-Toro L. Prieto-Ursúa M. Hernández V. Towards a model of teacher well-being: personal and job resources involved in teacher burnout and engagement Educ. Psychol. 36 3 Mar. 2016 481 501 10.1080/01443410.2015.1005006
85 Mori M. Takano K. Tanno Y. Role of self-focus in the relationship between depressed mood and problem solving Motiv. Emot. 39 5 2015 827 838 10.1007/s11031-015-9486-x
86 Yu W.M. Critical incidents as a reflective tool for professional development: an experience with in-service teachers Reflective Pract. 19 6 Nov. 2018 763 776 10.1080/14623943.2018.1539652
87 Weiland A. Teacher well-being: voices in the field Teach. Teach. Educ. 99 2021 103250 10.1016/j.tate.2020.103250
88 Brouwers A. Tomic W. A longitudinal study of teacher burnout and perceived self-efficacy in classroom management Teach. Teach. Educ. 16 2 2000 239 253 10.1016/S0742-051X(99)00057-8
89 Klassen R.M. Chiu M.M. Effects on teachers' self-efficacy and job satisfaction: teacher gender, years of experience, and job stress J. Educ. Psychol. 102 3 2010 741 756 10.1037/a0019237
90 Ingersoll R.M. Strong M. The impact of induction and mentoring programs for beginning teachers: a critical review of the research Rev. Educ. Res. 81 2 Jun. 2011 201 233 10.3102/0034654311403323
91 Harris D.N. Sass T.R. Teacher training, teacher quality and student achievement J. Public Econ. 95 7 2011 798 812 10.1016/j.jpubeco.2010.11.009
92 Mercer S. An agenda for well-being in ELT: an ecological perspective ELT J. 75 1 Jan. 2021 14 21 10.1093/elt/ccaa062
93 Mason S. Foreign Language teacher attrition and retention research: a meta-analysis NECTFL Rev. 80 2017 47 68 [Online]. Available: http://files.eric.ed.gov/fulltext/EJ1253534.pdf
94 Nazari M. Xodabande I. English language teacher well-being and professional identity construction: a self-determination theory perspective Herrera L.J.P. Martínez-Alba G. Trinh E. Teacher Well-Being in English Language Teaching: an Ecological Approach 2022 Routledge 99 112 10.4324/9781003314936-10
95 La Placa V. McNaught A. Knight A. Discourse on wellbeing in research and practice Int. J. Wellbeing 3 1 2013 116 125 10.5502/ijw.v3i1.7
96 Lee D.-W. Hong Y.-C. Seo H. Yun J.-Y. Nam S. Lee N. Different influence of negative and positive spillover between work and life on depression in a longitudinal study Saf. Health Work 12 3 2021 377 383 10.1016/j.shaw.2021.05.002 34527400
97 Fiorilli C. De Stasio S. Di Chiacchio C. Pepe A. Salmela-Aro K. School burnout, depressive symptoms and engagement: their combined effect on student achievement Int. J. Educ. Res. 84 1 2017 1 12 10.1016/j.ijer.2017.04.001
98 Hakanen J.J. Bakker A.B. Schaufeli W.B. Burnout and work engagement among teachers J. Sch. Psychol. 43 6 2006 495 513 10.1016/j.jsp.2005.11.001
99 Mercer S. Oberdorfer P. Saleem M. Helping Language teachers to thrive: using positive psychology to promote teachers' professional well-being Gabryś-Barker D. Gałajda D. Positive Psychology Perspectives on Foreign Language Learning and Teaching 2016 Springer 213 229 10.1007/978-3-319-32954-3_12
100 Babic S. Mercer S. Mairitsch A. Gruber J. Hempkin K. Language teacher wellbeing in the workplace Theory Pract. Second Lang. Acquis. 8 1 Jan. 2022 10.31261/TAPSLA.11514 SE-Articles
101 Ryan R.M. Deci E.L. Self-determination theory Basic Psychological Needs in Motivation, Development, and Wellness 2017 Guilford Press
102 Ryan R.M. Deci E.L. Self-determination theory Maggino F. Encyclopedia of Quality of Life and Well-Being Research 2020 Springer International Publishing Cham 1 7 10.1007/978-3-319-69909-7_2630-2
103 Kengatharan N. The effects of teacher autonomy, student behavior and student engagement on teacher job satisfaction Kuram ve Uygulamada Eğitim Bilim. Sci. Theory Pract. 20 4 2020 1 15
104 Slemp G.R. Field J.G. Cho A.S.H. A meta-analysis of autonomous and controlled forms of teacher motivation J. Vocat. Behav. 121 1 2020 1 12 10.1016/j.jvb.2020.103459
105 Farrell T.S.C. Second Language teacher education: a reality check Farrell T.S.C. International Perspectives on English Language Teacher Education: Innovations from the Field 2015 Palgrave Macmillan UK London 1 15 10.1057/9781137440068_1
106 Nazari M. Xodabande I. Dynamics of language teachers' online interactions as a site for building collegial identity Khine M.S. Handbook of Research on Teacher Education: Pedagogical Innovations and Practices in the Middle East 2022 Springer Nature Singapore Singapore 337 354 10.1007/978-981-19-2400-2_20
107 Arthur L. Bradley S. Teacher retention in challenging schools: please don't say goodbye Teach. Teach. 29 7–8 Nov. 2023 753 771 10.1080/13540602.2023.2201423
108 Ryan R.M. Deci E.L. Supporting autonomy, competence, and relatedness: the coaching process from a self-determination theory perspective Professional Coaching: Principles and Practice 2019 Springer Publishing Company New York, NY, US 231 245
109 Bakker A.B. Demerouti E. The job demands-resources model: state of the art J. Manag. Psychol. 22 3 2007 309 328 10.1108/02683940710733115
110 Bakker A.B. Demerouti E. Euwema M.C. Job resources buffer the impact of job demands on burnout J. Occup. Health Psychol. 10 2 Apr. 2005 170 180 10.1037/1076-8998.10.2.170 15826226
111 Bakker A.B. Demerouti E. Verbeke W. Using the job demands-resources model to predict burnout and performance Hum. Resour. Manage. 43 1 Mar. 2004 83 104 10.1002/hrm.20004
112 Clarke V. Braun V. Successful Qualitative Research: A Practical Guide for Beginners 2013 SAGE Publications Ltd
113 Eatough V. Smith J.A. Interpretative phenomenological analysis Willig C. Rogers W.S. The SAGE Handbook of Qualitative Research in Psychology 2008 SAGE Publications 179 194
114 Meristo M. Eisenschmidt E. Novice teachers' perceptions of school climate and self-efficacy Int. J. Educ. Res. 67 1 2014 1 10 10.1016/j.ijer.2014.04.003
115 Bettini E. Park Y. Novice teachers' experiences in high-poverty schools: an integrative literature review Urban Educ. 56 1 Jan. 2017 3 31 10.1177/0042085916685763
116 Mercer S. The wellbeing of language teachers in the private sector: an ecological perspective Lang. Teach. Res. Nov. 2020 1362168820973510 10.1177/1362168820973510
117 Guest G. Bunce A. Johnson L. How many interviews are enough?: an experiment with data saturation and variability Field Methods 18 1 Feb. 2006 59 82 10.1177/1525822X05279903
118 Terry G. Hayfield N. Clarke V. Braun V. The SAGE Handbook of Qualitative Research in Psychology 2017 SAGE Publications Ltd London 10.4135/9781526405555
119 Adeoye-Olatunde O.A. Olenik N.L. Research and scholarly methods: semi-structured interviews JACCP J. Am. Coll. Clin. Pharm. 4 10 Oct. 2021 1358 1367 10.1002/jac5.1441
120 Braun V. Clarke V. Using thematic analysis in psychology Qual. Res. Psychol. 3 2 Jan. 2006 77 101 10.1191/1478088706qp063oa
121 Xu W. Zammit K. Applying thematic analysis to education: a hybrid approach to interpreting data in practitioner research Int. J. Qual. Methods 19 Jan. 2020 1609406920918810 10.1177/1609406920918810
122 Saldana J. The Coding Manual for Qualitative Researchers 2013 SAGE Publications Ltd
123 O'Connor C. Joffe H. Intercoder reliability in qualitative research: debates and practical guidelines Int. J. Qual. Methods 19 1 Jan. 2020 1 12 10.1177/1609406919899220
124 Cofie N. Braund H. Dalgarno N. Eight ways to get a grip on intercoder reliability using qualitative-based measures Can. Med. Educ. J. 13 2 May 2022 73 76 10.36834/cmej.72504
125 Cheung K.K.C. Tai K.W.H. The use of intercoder reliability in qualitative interview data analysis in science education Res. Sci. Technol. Educ. 41 3 Jul. 2023 1155 1175 10.1080/02635143.2021.1993179
126 Demerouti E. Nachreiner F. Schaufeli W. The job demands–resources model of burnout J. Appl. Psychol. 86 3 Jul. 2001 499 512 10.1037/0021-9010.86.3.499 11419809
127 Gross J.J. Emotion regulation: current status and future prospects Psychol. Inq. 26 1 2015 1 26 10.1080/1047840X.2014.940781
128 Hochschild A.R. Emotion work, feeling rules, and social structure Am. J. Sociol. 85 3 Nov. 1979 551 575 10.1086/227049
129 Hochschild A.R. The Managed Heart: Commercialization of Human Feeling 1983 University of California Press
130 Nazari M. Karimpour S. Teacher, man mitoonam …?’: translanguaging and English language teacher emotion labor J. Lang. Identity Educ. N/A N/A 2023 1 15 10.1080/15348458.2023.2167206
131 Nazari M. Nejadghanbar H. Hu G. Emotion labor and professional identity construction of TESOL teacher educators System 117 1 2023 103111 10.1016/j.system.2023.103111
132 Blau P.M. Justice in social exchange Sociol. Inq. 34 2 Apr. 1964 193 206 10.1111/j.1475-682X.1964.tb00583.x
133 Yeager D.S. Dweck C.S. Mindsets that promote resilience: when students believe that personal characteristics can Be developed Educ. Psychol. 47 4 Oct. 2012 302 314 10.1080/00461520.2012.722805
134 Benevene P. De Stasio S. Fiorilli C. Editorial: well-being of school teachers in their work environment Front. Psychol. 11 1 2020 1 10 10.3389/fpsyg.2020.01239 32038435
135 Aelterman A. Engels N. Van Petegem K. Pierre Verhaeghe J. The well‐being of teachers in Flanders: the importance of a supportive school culture Educ. Stud. 33 3 Sep. 2007 285 297 10.1080/03055690701423085
136 Zinsser K.M. Christensen C.G. Torres L. She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being J. Sch. Psychol. 59 1 2016 55 66 10.1016/j.jsp.2016.09.001 27923441
137 Corcoran R.P. O'Flaherty J. Social and emotional learning in teacher preparation: pre-service teacher well-being Teach. Teach. Educ. 110 2022 103563 10.1016/j.tate.2021.103563
138 Hen M. Sharabi-Nov A. Teaching the teachers: emotional intelligence training for teachers Teach. Educ. 25 4 Oct. 2014 375 390 10.1080/10476210.2014.908838
139 Asi D. Karabay S. Influence of course content on preschool teacher candidates' classroom management strategies, professional beliefs and emotion regulation skills SN Soc. Sci. 2 12 2022 1 10 10.1007/s43545-022-00575-6 34934956
140 Wimmer L. von Stockhausen L. Bellingrath S. Improving emotion regulation and mood in teacher trainees: effectiveness of two mindfulness trainings Brain Behav 9 9 Sep. 2019 1 12 10.1002/brb3.1390
141 Murphy T.R.N. Masterson M. Mannix-McNamara P. Tally P. McLaughlin E. The being of a teacher: teacher pedagogical well-being and teacher self-care Teach. Teach. 26 7–8 Nov. 2020 588 601 10.1080/13540602.2021.1913403
142 Lemon N. Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers' understanding of their self-care needs Cult. Stud. Sci. Educ. 16 3 2021 931 950 10.1007/s11422-021-10034-y 34341674
143 Hofstadler N. Babic S. Lämmerer A. Mercer S. Oberdorfer P. The ecology of CLIL teachers in Austria – an ecological perspective on CLIL teachers' wellbeing Innov. Lang. Learn. Teach. 15 3 May 2021 218 232 10.1080/17501229.2020.1739050
144 Sulis G. Mercer S. Mairitsch A. Babic S. Shin S. Pre-service language teacher wellbeing as a complex dynamic system System 103 2021 102642 10.1016/j.system.2021.102642
145 Chamani S. Safaeizadeh F. Xodabande I. Investigating the relationship between language teachers' occupational self-efficacy, satisfaction and meaning at work, and their subjective wellbeing Front. Psychol. 14 1 2023 1 12 10.3389/fpsyg.2023.1219130
146 Squires V. The well-being of the early career teacher: a review of the literature on the pivotal role of mentoring Int. J. Mentor. Coach. Educ. 8 4 Jan. 2019 255 267 10.1108/IJMCE-02-2019-0025
147 NAOEC Instructions on How to Form, Working Methods, and Description of the Duties of Ethics Working Groups/Committees in Research (National, Academic and Organizational Ethics Committees) 2020 Ministry of Health and Medical Education [Online]. Available: https://ethics.research.ac.ir/docs/ETHICS-Committee-Establishment-Process.pdf
