EMPLOYING ECOLOGICAL SYSTEMS THEORY TO EXPLORE THE INFLUENTIAL FACTORS ON EFL TEACHERS’ WELL-BEING IN THE PRIVATE SECTOR

Authors

  • Ngo Huynh Hong Nga School of Foreign Languages, Can Tho University, Can Tho city, Vietnam
  • Trinh Quoc Lap School of Foreign Languages, Can Tho University, Can Tho city, Vietnam

DOI:

https://doi.org/10.18173/2354-1075.2025-0004

Keywords:

ecological systems theory, English as a foreign language, phenomenology, private sector, teacher well-being

Abstract

Drawing on ecological systems theory, this phenomenological study examines how contextual factors impact the well-being of EFL teachers at five private English language centers in the Mekong Delta region. Data were collected through narrative frames and semi-structured interviews. The findings revealed that the teacher well-being is complex and dynamic, shaped by multiple factors. Social and cultural factors (e.g., expectations from parents), organizational factors (e.g., workplace culture, institutional policies, and facilities), occupational factors (e.g., professional qualifications and teaching experiences), and personal factors (e.g., physical health and passion for the profession) all play significant roles. This research addresses a gap in the literature on the teacher well-being of teachers in Vietnam's private English language teaching (ELT) sector and offers valuable applicable to similar educational contexts worldwide.

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Published

2025-01-15

Issue

Section

Educational Science: Social Science

How to Cite

Huynh Hong Nga, N. and Quoc Lap, T. (2025) “EMPLOYING ECOLOGICAL SYSTEMS THEORY TO EXPLORE THE INFLUENTIAL FACTORS ON EFL TEACHERS’ WELL-BEING IN THE PRIVATE SECTOR”, Journal of Science Educational Science, 70(1), pp. 36–45. doi:10.18173/2354-1075.2025-0004.

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