Exploring the impact of second language teaching grit on English language teachers’ psychological well-being: a mixed methods study

This research examined the impact of L2 teaching grit on the psychological well-being of EFL teachers through a mixed methods approach. Using a sequential explanatory design, quantitative data were collected from 150 EFL teachers through validated measures of grit and teacher well-being. Regression analysis revealed that grit significantly predicted well-being, accounting for 39% of the variance. Both perseverance of effort and consistency of interest emerged as meaningful predictors, with perseverance demonstrating a stronger effect. In the qualitative phase, semi-structured interviews with 30 participants provided deeper insights into how grit influences teachers’ professional experiences. Thematic analysis identified three key themes: resilience in overcoming professional challenges, sustained passion and motivation for teaching, and managing emotional strain and burnout. Teachers with higher grit scores displayed greater adaptability, optimism, and long-term commitment, enabling them to navigate the complex needs of language education while maintaining psychological well-being. The results underline the importance of grit as a critical psychological trait that supports teachers in high-pressure contexts, offering implications for teacher development programs aimed at fostering resilience and professional satisfaction. At a practical level, the findings suggest that cultivating grit can enhance teachers’ ability to manage classroom stress, sustain instructional motivation, and maintain constructive engagement with learners. Such insights hold direct value for teacher education curricula and day-to-day classroom practice, where perseverance and sustained passion can translate into more adaptive teaching strategies, reduced burnout, and improved learning environments. Drawing on quantitative-qualitative approach, this study supplies a nuanced insight of the interaction between grit and teacher well-being, contributing to the mounting body of research on non-cognitive factors in educational psychology.