A Contributory Study of the Factors in British and Iranian English Instructors’ Teacher Immunity

Language teacher factors have attracted attention in the field of language teaching in recent decades. This study sought to identify predictors of productive and maladaptive teacher immunity in British and Iranian English teachers. It also investigated the differences between British and Iranian teachers’ immunity. Accordingly, the researchers selected 283 British and 295 Iranian EFL teachers at language institutes as participants. In addition, they gave the participants seven reliable and valid questionnaires to assess their teacher immunity, age, income, emotion regulation, teacher reflection, professional identity, and grit. Finally, they analyzed the data using logistic regression analysis and a t-test. The results showed that British teachers’ emotion regulation, teacher reflection, and professional identity and Iranian teachers’ income, age, and emotion regulation were the most significant predictors of their teacher immunity. In addition, British teachers’ immunity was more productive than that of Iranian teachers. The results can provide specific guidelines for dealing with teacher factors in English classrooms.