How do Self - Compassion, Cognitive Flexibility, and Resilience Shape Pre-Service English Language Teachers? The Path from Compassion to Strength

Articles in Press

Document Type : Original Article

Authors
Aynur Kesen Mutlu 1
Belkıs Benlioğlu 1
Mehdi Solhi 2
Mürselin Taşan 1
1 Department of English Language Teaching, Istanbul Medipol University, Istanbul, Türkiye
2 Istanbul Medipol University, Turkey Ankara Medipol University, Turkey
10.48311/lrr.2026.120253.83152
Abstract
The present study sought to examine the association between pre-service L2 teachers’ self-compassion (SC) and teacher resilience (TR) with the mediation of cognitive flexibility (CF). To accomplish this, a total of 353 participants voluntarily completed a set of scales. Results from a structural equation modeling (SEM) analysis indicated that these three constructs are positively related. Specifically, SC was found to significantly predicts TR, and CF significantly mediated the association between positive SC components and TR. The results also showed that the indirect effect of SC on TR through CF was significant, indicating that flexible cognition helps translate compassionate self-relating into resilient professional functioning. The findings imply that self-compassionate teachers of the English language are more likely to remain resilient in their profession, and this association is fostered when coupled with their flexible cognition in language teaching. Implications are offered for teacher education, including incorporating reflective practices that cultivate SC and activities that train perspective-taking and adaptive problem-solving. The study contributes to growing evidence that affective and cognitive resources jointly support resilience in language teacher development.
Keywords
Self-compassion
resilience
cognitive flexibility
pre-service L2 teachers
L2 teacher psychology
Subjects
Language Related Research

Articles in Press, Accepted Manuscript
Available Online from 11 July 2026