Relationships between Self-Efficacy and Teachers’ Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience

Behavioral Sciences, Год журнала: 2024, Номер 14(8), С. 629 - 629

Опубликована: Июль 23, 2024

Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact language teaching within context of middle school education. In this sense, study employs a mixed-methods design, selecting 375 Chinese English teachers to investigate relationship between self-efficacy teachers' well-being. A structural equation modeling approach NVivo were utilized analyze quantitative data qualitative data, respectively. Quantitative results reveal that both mediate Qualitative interviews primarily enhances job commitment, reduces stress, improves student relationships, increases professional growth. Meanwhile, plays crucial role stress management, positive adaptation, emotional regulation. This offers insightful implications for improving well-being contributes significantly broader discourse foreign teacher

Язык: Английский

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Exploring EFL Teachers’ Emotional Intelligence: A Mixed-Methods Approach

Advances in Developmental and Educational Psychology, Год журнала: 2025, Номер 5(1), С. 196 - 205

Опубликована: Фев. 18, 2025

This study explores the emotional intelligence of middle school English as a foreign language (EFL) teachers in Northeast China, aiming to assess its factor structure and levels. Using revised version Emotional Intelligence Questionnaire, data were collected from 1,017 participants. The results indicate that generally exhibited high level intelligence, with relatively scores all four sub-dimensions: self-awareness, self-regulation, motivation, interpersonal connection. Additionally, employed both quantitative qualitative methods validate EI. findings reveal higher EI tend show greater regulation, which contributes their overall job satisfaction effective teaching practices. also underscore importance coping challenges classroom potential role improving educational quality.

Язык: Английский

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Unraveling EFL Teacher Motivation for Pursuing a Master of Education Degree in the Chinese Context

Behavioral Sciences, Год журнала: 2025, Номер 15(4), С. 473 - 473

Опубликована: Апрель 6, 2025

In recent years, the topic of language teacher motivation has garnered significant attention within realm psychology. Researchers have delved into various aspects, including teachers’ commitments to teaching career, motivation, and professional development motivation. Nevertheless, English as a Foreign Language (EFL) teachers engage in ongoing in-service learning, particularly pursuit Master Education (Ed.M.) degree, received comparatively less scrutiny. To bridge this gap, present study adopted Boshier’s Participation Scale (EPS) Liu’s seven-dimensional framework explore 529 Chinese EFL their quest for an Ed.M. degree. Utilizing Exploratory Structural Equation Modeling (ESEM), analysis revealed seven types key motivation: cognitive interest, social responsibility, academic information acquisition, achievement school context, rival demand, others. An examination differences terms gender type showed that male perceived significantly higher levels interest demand than female did. And, regular schools reported others those schools. We propose some future directions research.

Язык: Английский

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Exploring the Relationship Between Students’ English Learning Self-Efficacy and Anxiety

European Journal of English Language Studies, Год журнала: 2025, Номер 5(1), С. 65 - 76

Опубликована: Март 15, 2025

With the growing emphasis on psychological well-being in English learning, anxiety has emerged as one of most frequently studied emotions due to its profound impact language acquisition. Scholars have extensively examined causes, with recent interest focusing self-efficacy a potential predictor foreign learning psychology. Self-efficacy, which reflects students’ beliefs their ability succeed gained recognition for influence levels. However, predictive role remains underexplored, particularly among Chinese senior high school students. To address this gap, study engaged 432 students from Northeast China. Descriptive statistics and independent T-tests were then employed explore participants' Guided by Control-Value Theory (CVT), further investigated students' learning. The findings revealed that generally exhibited levels moderate Notably, key schools demonstrated significantly higher compared those regular schools. Grade 2 experienced than 1 counterparts. Furthermore, confirmed mitigating within contexts. These results offer valuable insights practical teaching, emphasizing importance fostering alleviate contributing broader discussion enhancing emotional education.

Язык: Английский

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The role of teachers' conception of students’ intelligence, self-efficacy and need frustration and satisfaction in shaping tendencies in teaching practices

Teaching and Teacher Education, Год журнала: 2025, Номер 160, С. 105033 - 105033

Опубликована: Апрель 14, 2025

Язык: Английский

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Exploring the Dynamics of Artificial Intelligence Literacy on English as a Foreign Language Learners’ Willingness to Communicate: The Critical Mediating Roles of Artificial Intelligence Learning Self-Efficacy and Classroom Anxiety

Behavioral Sciences, Год журнала: 2025, Номер 15(4), С. 523 - 523

Опубликована: Апрель 14, 2025

The increasing incorporation of artificial intelligence (AI) in English as a foreign language (EFL) instruction has garnered much attention on the importance technological elements instruction. However, while AI education (AIED) is still its early development, research how learners’ literacy affects their learning outcomes insufficient. Furthermore, studies examining impact emotional states within context AIED are remarkably few. This study examines interplay between and EFL willingness to communicate (WTC), emphasizing mediating roles self-efficacy classroom anxiety. utilizes structural equation modeling, analyzing data from 517 university students China construct prediction model for WTC AI-enhanced contexts. findings indicate that improves diminishes anxiety, both which significant mediators relationship communicate. highlights imperative integrating into enhance expressive confidence mitigate fear. improve understanding literacy, psychological factors, outcomes, offering practical insights integration education.

Язык: Английский

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Resilience: A mediator between teachers’ personal resources, contextual resources and positive outcomes of well-being and commitment

International Journal of Educational Research, Год журнала: 2025, Номер 131, С. 102604 - 102604

Опубликована: Янв. 1, 2025

Язык: Английский

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Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom

System, Год журнала: 2024, Номер 125, С. 103418 - 103418

Опубликована: Июль 26, 2024

Язык: Английский

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Understanding the influencing factors of foreign language teachers’ work engagement: A meta-analytic structural equation model

Heliyon, Год журнала: 2024, Номер 10(14), С. e34272 - e34272

Опубликована: Июль 1, 2024

The work engagement of foreign language teachers enhances both their performance and the quality instruction. Recent studies have highlighted pivotal roles emotional intelligence, job burnout, self-efficacy in fostering teachers' engagement. Despite this, complex interactions between these factors context teaching remain underexplored. This study conducts a meta-analytic review to examine connections among engagement, educators. Utilizing chain mediation model, it probes mechanism through which intelligence impacts based on an analysis 49 scholarly articles. Results from meta-analysis robustly validate hypothesized model. Specifically, contributes via four distinct routes: direct self-efficacy, involving burnout. Of evaluated factors, had most significant impact enhancing Implications findings may facilitate training ongoing professional development teachers.

Язык: Английский

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The mediation of organizational commitment between collective teacher efficacy and work engagement

Social Psychology of Education, Год журнала: 2024, Номер 27(5), С. 2677 - 2700

Опубликована: Авг. 16, 2024

Язык: Английский

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