From Positive Psychology to Positive Education regarding EFL Instructors’ Well-being from the ELT Ecology Perspective

This study examines the correlation between the psychological well-being and self-efficacy of EFL teachers in the contexts of Turkish higher education and the Ministry of National Education. Utilizing Seligman’s PERMA framework and Bandura’s social-cognitive theory, it defines teacher flourishing as an amalgamation of cognitive, affective, and contextual resources. A quantitative comparison design was utilized, employing the PERMA-Profiler and the Teachers’ Sense of Efficacy Scale, delivered to 60 educators. Statistical studies (t-tests, ANOVA, Pearson correlations) indicated moderate-to-high overall well-being and self-efficacy levels, with a robust positive connection (r = .524, p < .001) and no significant institutional disparities. Within the PERMA framework, the dimensions of Relationships and Meaning received the highest scores, signifying that interpersonal connections and professional purpose are crucial to teachers' satisfaction and motivation. These findings emphasize that sustainable professional development relies on enhancing the relational and reflective aspects of teaching. Incorporating PERMA-based well-being concepts into teacher education strategies may improve resilience and institutional efficacy.