Medium of Instruction Matters: Reflecting Voices from EFL Teachers in Online/Tradition Instruction and the Impacts on Their Job Satisfaction, Self-Esteem, and Professional Well-being

Abstract

This qualitative study investigates the impact of instructional modalities, namely online versus traditional face-to-face instruction, on the job satisfaction, self-esteem, and professional well-being of English as a Foreign Language (EFL) teachers. Through narrative inquiry, ten EFL teachers, five with experience in online instruction and five with expertise in traditional face-to-face instruction, shared their experiences and perceptions. The study aimed to fill a gap in the literature by simultaneously examining the effects of instructional modalities on these crucial aspects of teacher well-being. Findings revealed nuanced insights into the strengths and challenges associated with each instructional modality. Online instruction was associated with higher levels of job satisfaction, empowerment, and satisfaction with work-life balance, attributed to factors such as autonomy and opportunities for growth. In contrast, traditional face-to-face instruction emphasized the importance of supportive work environments, interpersonal relationships, and collaborative teamwork in fostering teacher well-being. The study underscores the importance of considering teacher well-being in designing and implementinglanguage teaching programs, instructional practices, and policy decisions. Implications are discussed for language teachers, teacher educators, syllabus designers, and policymakers, highlighting the need for a balanced approach to instructional delivery that prioritizes teacher well-being while promoting student learningoutcomes. Further research is warranted to explore strategies for optimizing teacher support systems and instructional practices in language education.

Keywords: Job Satisfaction, Online Instruction, Professional Well-being, Self-Esteem, Traditional Face-to-Face Instruction