Exploring K-12 level Turkish EFL teachers' well-being before, amidst, and post COVID-19

Investigating EFL teachers' well-being from the lens of Positive Psychology (PP) has been a recent take in the literature. However, EFL teachers' post-COVID-19 well-being continues to be an unreviewed area. In the study, the effects of institutional PD support and resilience on 302 K-12 level Turkish EFL teachers' well-being were examined quantitatively with survey design technique. As part of the online questionnaire, the PERMA Profiler was used to measure participant EFL teachers' pre-, during, and post-COVID-19 well-being levels with repeated measures. The questionnaire also included scales that measured perceived institutional PD support provided for EFL teachers, teacher resilience, and certain demographic factors. The relationships between the internal latent variable of well-being and the external latent variables were examined by Partial Least Squares Structural Equation Modeling (PLS-SEM). Composite reliability and AVE values were calculated for the internal consistency of the scales, and the Fornell-Larcker criterion and HTMT statistics were used to enable discriminant validity. The findings of the study indicated a significant relationship between institutional PD support and well-being through resilience Although resilience significantly correlated with well-being at all times, institutional PD support only correlated with well-being in the post-COVID-19 period. Relationship was the only well-being sub-pillar that failed to correlate with institutional PD support after COVID-19. Participants were reported to be experiencing the lingering effects of the pandemic on their well-beings. Lastly, mid-career seniority and not catching COVID-19 as demographic factors significantly correlated with higher well-being levels in EFL teachers.