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This study investigates the predictive relationships among teacher identity, immunity, and Technological Pedagogical Content Knowledge (TPACK) on teacher stroke among Iranian EFL teachers. The findings indicate that these factors collectively account for 46% of the variance in teacher stroke, highlighting their significance in enhancing teacher well-being and instructional effectiveness. The research suggests implications for targeted interventions in teacher development and educational policy to improve te

Author

Shakiba Shamsaie

Language

EN