Exploring Iranian EFL Teachers’ Reflections on Mental Well-being: Insights from Experienced Teachers

The concept of teachers’ mental well-being is frequently used in discussions and research about teachers' work and lives. Despite significant growth in research on teacher reflection over the past decades, little is known about the mental well-being of Iranian EFL teachers. This study gains further significance by employing Dewey's dynamic, transformative framework. To explain this issue and gain a comprehensive understanding, a case study approach was utilized, collecting data through semi-structured interviews and narratives from thirteen English language schoolteachers with over fourteen years of teaching experience. For this purpose, the Braun and Clarke's reflective thematic analysis (RTA) was applied to analyze qualitative data. After ensuring the trustworthiness of the study, three key themes emerged: First, emotional stress adversely affects EFL teachers' health, diminishing their mental well-being and professional performance; second, organizational constraints within the educational structure reduce creativity and satisfaction among EFL teachers; third, the undervaluation of education, generational gaps, and other cultural conflicts further contribute to the challenges affecting EFL teachers’ mental well-being and motivation. However, EFL teachers were resilient and responsible in the face of challenges because of their self-awareness and emotional regulation. These findings highlight reflective practices as an essential factor in fostering mental well-being and professional growth.