Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness among EFL Teachers

The importance of studying teachers' professional well-being has significantly increased in recent years. however, insufficient attention has been given by researchers to the role of teachers' immunity, buoyancy, and emotion regulation (er) in the classroom, all of which contribute to shaping teachers' l2 grit and mindfulness. this research aims to address this gap in the literature by presenting a model that illustrates the dynamic interaction of teacher immunity (ti), teacher buoyancy (tb), teacher emotion regulation (ter), l2 grit, and teacher mindfulness (tm). to gather the necessary data, a survey was administered to 519 english as a foreign language (efl) teachers, measuring their levels of mindfulness in the classroom using the language teacher immunity instrument (ltii), teacher buoyancy scale (tbs), teacher emotion regulation inventory (lteri), l2-teacher grit scale (l2tgs), and mindfulness in teaching scale (mts). confirmatory factor analysis and structural equation modeling results indicated that efl teachers who achieved a healthy state of immunity (ti), ter, and l2 grit exhibited higher levels of l2 grit and tm. the research concludes by discussing implications and future directions for relevant stakeholders, enhancing their understanding of the relationship between ti, tb, ter, l2 grit, and tm interactions and their potential to yield favorable educational outcomes for efl learners.