From Positive Psychology to Positive Education Regarding EFL Instructors’ Well-being from the ELT Ecology Perspective
From Positive Psychology to Positive Education Regarding EFL Instructors’ Well-being from the ELT Ecology Perspective

Summary/Abstract: The present study examines the correlation between the perception of well-being and self-efficacy beliefs of EFL teachers in the contexts of Turkish higher education and the Ministry of National Education. Drawing on Seligman’s PERMA framework and socio-cognitive theory, the study conceptualizes teacher flourishing as the integration of cognitive, affective, and contextual resources. A quantitative comparison design was utilized, employing the PERMA-Profiler and the Teachers’ Sense of Efficacy Scale, delivered to 55 educators. Statistical analyses (t-tests, ANOVA, Pearson correlations) indicated moderate to high levels of well-being and self-efficacy, alongside a significant moderate positive correlation (r = .524, p < .001), with no statistically significant institutional differences. Within the PERMA framework, the dimensions of Relationships and Meaning received the highest scores, suggesting that interpersonal connections and professional purpose play a central role in teachers’ satisfaction and motivation. These findings suggest that relational and meaning-oriented dimensions may play a central role in teachers’ professional well-being.

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