Investigating a Structural Model of Self-Efficacy, Collective Efficacy, and Psychological Well-Being among Iranian EFL Teachers
Publish Year: 1399
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_IJALS-12-1_005
تاریخ نمایه سازی: 30 خرداد 1400
Abstract:
Due to the significance of teachers’ beliefs and individual variables, a bulk of studies has focused on teacher characteristics over the past two decades. As an attempt to further clarify the interplay between teacher-related constructs in English as a Foreign Language (EFL) context, the present study set out to explore the structural model hypothesizing the predictive role of teachers’ self-efficacy and collective teacher efficacy in affecting the psychological well-being of teachers in Iranian EFL context. In so doing, a sample of ۱۷۹ English teachers was given the three self-report scales measuring the variables under investigation. As for the statistical analysis, Structural Equation Modeling (SEM) was employed to test the fit of the hypothesized model. The results indicated that teacher self-efficacy accounted for ۱۹.۸% of the variance while collective teacher efficacy amounted to ۱۱.۳% of the variance in psychological well-being. In addition, it was revealed that although both predictors had a unique effect on psychological well-being, teacher self-efficacy was a stronger predictor of psychological well-being than collective teacher efficacy. The results and implications are finally elaborated.
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Authors
Jalil Fathi
Department of English Language and Literature, Faculty of Humanities and Social Sciences,University of Kurdistan, Sanandaj, Iran
Ali Derakhshan
Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran
Arash Saharkhiz Arabani
Department of English Language and Literature, Faculty of Humanities and Social Sciences, Rasht Branch, Islamic Azad University, Rasht, Iran
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