Strategic human resource management in English as a foreign language education: The role of culturally sensitive feedback in enhancing teacher well-being and performance in Iranian language institutes
Effective feedback in Iranian language institutes hinges on a deep understanding of cultural, psychological, and professional identity dynamics. This article explores how deeply rooted Iranian cultural values, such as abru (honor) and ru dar abysti (facing emotional strain), shape teachers’ receptiveness to feedback, often leading to resistance when critiques threaten social standing or trigger stress. Beyond culture, teachers’ personality types (dominance, influence, steadiness, conscientiousness [DiSC]), and levels of emotional intelligence (EI) further influence feedback outcomes: high-EI teachers are more likely to embrace growth-oriented critiques, whereas their low-EI counterparts may respond defensively or disengage. Crucially, the article highlights the often-overlooked role of teacher identity formation, arguing that supervision must evolve from evaluative checklists toward supportive processes that align feedback with educators’ evolving self-concepts. Recommended strategies include culturally sensitive communication, DiSC-informed feedback delivery, EI training workshops, and reflective practices that affirm professional identity. By bridging cultural respect, psychological insight, and identity-aware mentorship, supervisors can transform feedback into a catalyst for empowerment, ultimately fostering resilient, reflective professionals in Iran’s language education landscape.
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