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
Uncovering the mediating role of resilience between EFL teacher turnover intention and wellbeing: A conservation-of-resources theory perspective
System,
Год журнала:
2024,
Номер
124, С. 103394 - 103394
Опубликована: Июль 2, 2024
Язык: Английский
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
The Interplay of Emotion Regulation, Resilience, and Teacher Identity: A Structural Equation Modeling Study of Chinese Middle School English Teachers
Psychology in the Schools,
Год журнала:
2025,
Номер
unknown
Опубликована: Апрель 7, 2025
ABSTRACT
Understanding
the
psychological
factors
that
contribute
to
teacher
identity
is
crucial
for
developing
effective
training
and
support
programs.
However,
there
a
notable
lack
of
research
focusing
on
context
Chinese
English
teachers.
This
study,
grounded
in
Social
Cognitive
Theory,
employed
structural
equation
model
examine
how
emotion
regulation
resilience
predict
formation
among
302
middle
school
The
findings
revealed
both
significantly
predicted
identity,
with
playing
more
role.
By
emphasizing
significant
impact
resilience,
this
study
offers
practical
insights
policymakers
educators
enhance
retention
optimize
professional
development
Язык: Английский
Modeling the contribution of self‐efficacy, collective efficacy, and autonomy to professional creativity of Chinese EFL teachers
International Journal of Applied Linguistics,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 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.
Язык: Английский