Investigating the Role of Resilience, Foreign Language Teaching Enjoyment, and Mindfulness in Predicting Loving Pedagogy in English Language Teaching

Background. Loving pedagogy is a new concept in the field of applied linguistics and its correlates have not been fully researched. Objective. To investigate the relations of English as a foreign language (EFL) teachers’ resilience, mindfulness, and foreign language teaching enjoyment (FLTE) in prediction of their attitudes toward loving pedagogy in Iran. Design. Iranian EFL teachers (N = 255) completed four questionnaires online on Google Forms. In order to analyze the data, standard multiple regression analysis was performed using SPSS version 25. Results. The results of standardized multiple regression revealed that EFL teachers’ FLTE, resilience, and mindfulness were significant predictors of their loving pedagogy. FLTE was identified as the strongest predictor. Conclusion. The findings of this study signified the importance of positive psychological factors in creating a pedagogy of love where EFL teachers show kindness and sympathy toward their learners.