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Examining the Well-being of TESOL Professionals: The Role of Job Satisfaction, Workload, Organizational Support, Autonomy, and Leisure Activities

Introduction

Examining the well-being of tesol professionals: the role of job satisfaction, workload, organizational support, autonomy, and leisure activities. Explore TESOL professionals' well-being, linking job satisfaction, workload, organizational support, autonomy, and leisure. Findings guide policies to enhance their happiness and work quality.

Abstract

Wellness of TESOL (Teaching English to Speakers of Other Languages) professionals is of utmost importance because it is directly linked with the quality of their work and happiness. TESOL professionals, who usually teach English to non-native English speakers, are very important in enabling other people to learn a language and gain knowledge about different cultures. A well-informed TESOL practitioner in terms of his/her well-being is likely to be engaged, motivated, and active in job, which may result in higher job satisfaction and improved student outcomes. This study investigates how job satisfaction of TESOL practitioners influences their well-being, and how their workload and organizational support result in this. The research examines the influence of autonomy and leisure activity on the relationship between job satisfaction, workload, and TESOL professionals' well-being. Data were gathered from a sample of TESOL professionals using a survey and structural equation modeling used as the analysis method. The research concludes that job satisfaction has a positive influence on the well-being of TESOL professionals. The research also verified that workload and organizational support are the explanation for the relationship between job satisfaction and well-being of TESOL professionals. The research also verified that autonomy and leisure activities have the capability to influence the relationship between workload, job satisfaction, and well-being. Findings from the study show the influence of job satisfaction among TESOL professionals on well-being. Organizational support and workload have been discovered as the concerns of highest priority in the job satisfaction-well-being relationship. Autonomy and free time have also been discovered in the research to be determinants of the function they play in the job satisfaction-workload-well-being relationship of TESOL professionals. The results can guide policies and practices that optimize the good being of TESOL professionals and enhance the quality of their work.

Review

This study addresses a critical and often under-explored area concerning the well-being of TESOL professionals, an occupational group vital for language acquisition and cultural understanding globally. The chosen topic is highly pertinent, given the direct link articulated between professional well-being, work quality, job satisfaction, and ultimately, student outcomes. The authors clearly outline their objective to examine the multifaceted influences on TESOL professionals' well-being, specifically focusing on job satisfaction, workload, organizational support, autonomy, and leisure activities. This comprehensive approach to understanding well-being, by integrating both organizational and individual factors, suggests a robust and timely contribution to both the TESOL and occupational psychology literature. The research employs a quantitative approach, utilizing a survey method and structural equation modeling (SEM) to analyze the complex relationships between the identified variables. The abstract effectively summarizes the key findings: confirming a positive influence of job satisfaction on well-being. Crucially, the study identifies workload and organizational support as significant factors explaining the relationship between job satisfaction and well-being, suggesting potential mediating or moderating roles that warrant further elaboration in the full paper. Furthermore, the findings indicate that autonomy and leisure activities are important determinants, influencing the broader interplay between workload, job satisfaction, and well-being. While the abstract provides a good overview of the analytical approach and main conclusions, further detail on the sample characteristics and specific model specifications would strengthen the methodological clarity for the reader. Overall, this study offers valuable insights with significant practical implications for enhancing the professional lives of TESOL educators. By highlighting the critical roles of organizational support, manageable workload, autonomy, and the promotion of leisure activities, the findings provide a clear roadmap for institutions and policymakers aiming to foster a more engaged, motivated, and healthy TESOL workforce. The research contributes meaningfully to understanding the determinants of well-being within a specific professional context, and its results can inform targeted interventions and supportive practices. Future research could build upon these foundations by exploring the nuances of these relationships across diverse cultural contexts or by investigating the longitudinal impact of such interventions.

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