WELL-BEING OF UKRAINIAN EFL TEACHERS IN WARTIME: WORKLOAD, ORGANIZATIONAL, AND STUDENT INTERACTION FACTORS

Abstract

This article investigates the complex factors influencing the well-being of Ukrainian EFL teachers during the ongoing wartime crisis. The study emphasizes three main aspects: workload, organizational support, and student interaction, analyzing how these elements interact to affect teachers’ mental health and professional sustainability. Employing a mixedmethods research design, the researchers collected both quantitative and qualitative data through Google Form surveys. Participants responded to the Teacher Well-Being Scale (TWBS), a 16-item instrument measuring three key dimensions of well-being: workload, organizational factors, and student interaction. In addition, they answered questions about their socio-demographic background and working conditions, providing a comprehensive view of their experiences. The demographic data indicated that most respondents were females, residing primarily in urban areas, with extensive teaching experience of over 21 years. Many EFL teachers utilize various teaching modes, including face-to-face, online, and blended formats, but frequently face interruptions and cancellations due to wartime disruptions. The findings reveal that workload and organizational factors generally have a neutral or negative impact on teachers’ well-being, often contributing to stress, burnout, and feelings of insecurity. Conversely, student interaction tends to have a positive influence on EFL teachers’ mental health, with responses indicating high levels of perceived well-being from engaging with students. Despite the overwhelming circumstances, some teachers find relief through community involvement and feelings of gratitude. Overall, the study highlights the critical role of student interaction in promoting teacher resilience and underscores the urgent need for organizational and workload support to sustain teachers’ mental health during such crises.