Investigating the effects of a mindful journaling intervention on Iranian EFL teachers’ well-being and resilience

Abstract

The psychological well-being of language teachers has increasingly been recognized as a critical factor influencing both instructional quality and professional sustainability. However, limited attention has been given to empirically grounded interventions tailored to the specific needs of English as a Foreign Language (EFL) teachers. This study examined the effects of an eight-week mindful journaling and reflection program on the well-being and resilience of Iranian EFL teachers using a randomized controlled trial design. Forty teachers were assigned to either an intervention or wait-list control group, with outcomes measured at baseline, post-intervention, and four weeks later. Psychological well-being was assessed using the Warwick-Edinburgh Mental Well-being Scale (WEMWBS), and resilience was measured using the 25-item Connor-Davidson Resilience Scale (CD-RISC). Mixed-design ANOVAs revealed statistically significant improvements in well-being (F (1, 38) = 13.89, p = .001, η2 = .268) and resilience (F (1, 38) = 20.99, p < .001, η2 = .356) in the intervention group, with gains maintained at follow-up. Thematic analysis of participants' journal entries and open-ended responses revealed three key domains of change: emotional self-regulation and inner calm, reconnection with professional purpose, and awareness of personal growth and strength. These findings suggest that structured mindful journaling can serve as a feasible, low-cost intervention to enhance psychological resilience and well-being among language teachers. The study contributes to the growing body of literature on language teachers' well-being by providing context-specific evidence for the use of reflective writing as a vehicle for teacher mental health support.