A Correlational Study of Iraqi ESP Teachers’ Emotional Labor, Psychological Well-being and Professional Commitment

Abstract

Recent research has focused on the factors of English for Specific Purposes (ESP) teachers in order to determine their role in the process of language instruction. The present study strived to determine the interrelationships among Iraqi ESP teachers’ emotional labor, professional commitment, and psychological well-being. To this end, first, the researchers selected 221 male and 241 female ESP instructors as participants at various universities in the context of Iraq. Moreover, they took advantage of three reliable and valid questionnaires to collect data on the above-mentioned teacher factors. In addition, they utilized Pearson’s Correlation Test and Structural Equation Modeling to perform the data analysis. The results indicated that there were significant correlations among ESP teachers’ emotional labor, professional commitment, and psychological well-being. Moreover, these teachers’ emotional labor and professional commitment significantly predicted their psychological well-being. Lastly, the teachers’ professional commitment was a significant factor in their emotional labor in their setting. The study discusses the implications of the results in foreign language contexts.