Exploring Iranian English language teachers’ hope: an ecological perspective

Saudi Journal of Language Studies, Journal Year: 2024, Volume and Issue: 4(3), P. 125 - 144

Published: Aug. 22, 2024

Purpose The present study explores five Iranian English language teachers’ hopes by drawing on an ecological approach as its conceptual underpinning. Design/methodology/approach Data were collected from narrative frames and semi-structured interviews. Findings Analyses of our data highlighted how teacher- student-related factors caused fluctuations in hopes. In addition, findings indicated that while past teaching experiences increased their hope, lack agency economic inflation among the most significant decreased hope profession. Originality/value This is one first studies field with perspective teachers' hope.

Language: Английский

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Modeling the contribution of self‐efficacy, collective efficacy, and autonomy to professional creativity of Chinese EFL teachers

International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 4, 2024

Abstract In the modern educational landscape, teacher creativity has a vital role, especially in language education. Teacher plays crucial role today's world, and some studies have explored factors influencing among teachers. The present research impact of psychological factors, self‐efficacy, collective efficacy, autonomy on professional Chinese English as foreign (EFL) These interconnected concepts provide holistic perspective motivation performance, impacting both individuals groups. study involving 542 teachers from diverse backgrounds (varying gender, age, teaching experience) within settings, researchers administered four distinct scales: creativity, autonomy. responses were then analyzed using structural equation modeling (SEM). analysis revealed significant relationship between EFL teachers’ autonomy, their creativity. Specifically, regression indicated that higher levels self‐efficacy efficacy statistically associated with better ( p < 0.05). model further showed 52% differences can be described by while approximately 37% variance is attributed to efficacy. Additionally, accounts for 61% results SEM corroborate existing literature, affirming significantly influence play enhancing individual Educational administrators leverage these insights design focused development programs strengthen granting greater curriculum implementation fosters an environment where creative strategies are more likely flourish.

Language: Английский

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The impact of teacher support on OLE in RFL learners: The chain mediating roles of classroom enjoyment and motivation

Acta Psychologica, Journal Year: 2024, Volume and Issue: 252, P. 104677 - 104677

Published: Dec. 21, 2024

Language: Английский

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