Chinese English as a Foreign Language Teachers’ Self-Efficacy and Psychological Well-Being as Predictors of Their Work Engagement

Kong, Xiansui

doi:10.3389/fpsyg.2021.788756

Cited by 13 publications

(19 citation statements)

References 79 publications

(125 reference statements)

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“…A similar pattern of results was obtained by Lipscomb et al (2021) in that self-efficacious educators with positive attitudes toward their capabilities in employing operational methodologies, involving learners have a great tendency to involve in the instruction. This study is also consistent with Kong (2021) , who mentioned that teachers with higher levels of self-efficacy can prevail over the teaching difficulties, put more effort into instruction, and have higher levels of grittiness in facing demanding issues. This research proves Granziera and Perera (2019) , who found an inter-relatedness construct between job satisfaction, teacher individual efficacy, and job engagement.…”

Section: Discussionsupporting

confidence: 91%

“… Kong (2021) , on the other hand, found a direct correlation between teacher engagement and self-efficacy. His study showed that Chinese EFL educators’ job involvement is significantly influenced by their well-being and efficacy.…”

Section: Review Of Literaturementioning

confidence: 90%

“…He argued that self-efficacious instructors seem to regard instructional difficulties as a manageable issue and are inclined to employ innovative methodologies to contribute their learners to accomplishing their tasks. Kong (2021), on the other hand, found a direct correlation between teacher engagement and self-efficacy. His study showed that Chinese EFL educators' job involvement is significantly influenced by their well-being and efficacy.…”

Section: The Related Studies On Teacher Work Engagementmentioning

confidence: 90%

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Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy

Li-ping

2022

Front. Psychol.

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Teachers’ work engagement is considered an essential component in instruction. Accordingly, the emphasis should be over physical and mental predictors of this construct. In this line, this study investigates the relationship between Chinese English as a Foreign Language (EFL) teachers’ individual self-efficacy, collective efficacy, and work engagement. To this end, 300 Chinese instructors (males = 96, females = 204) from different colleges and universities participated in this study. The questionnaires were distributed among teachers with different educational levels and experiences. Linear multiple regression was used as a measure for data analysis. The findings showed the significant correlations between teachers’ work engagement, self-efficacy, and collective efficacy. Comparing the predictability power, teachers’ self-efficacy (B = 0.57) proved to have a higher index compared to their index of collective efficacy competence (B = 0.22). This study concluded that self-efficacious teachers and teachers who believe in collective efficacy are more engaged in the EFL contexts. Moreover, the study has some pedagogical implications and suggestions for different teacher educators, administrators, and advisors.

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Section: Discussionsupporting

confidence: 91%

Section: Review Of Literaturementioning

confidence: 90%

Section: The Related Studies On Teacher Work Engagementmentioning

confidence: 90%

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Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy

Li-ping

2022

Front. Psychol.

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“…Given that language teaching is among the occupations with the highest degrees of stress, teachers bear many negative emotions and stress in their work environment ( Mercer and Gregersen, 2020 ). As such, the investigation of EFL teachers’ psychological variables has been the subject of significant number of studies recently (e.g., Talbot and Mercer, 2018 ; Kong, 2021 ; Liu et al, 2021 ; Chu and Liu, 2022 ; Liu and Chu, 2022 ). For example, Liu and Chu (2022) carried out a quantitative study to examine the construct of resilience among Chinese EFL teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers

et al. 2022

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Because of the exacting nature of teaching, identifying factors affecting teachers’ mental health and psychological wellbeing are of paramount importance. Parallel with this line of inquiry, the goal of this project was to test a model of psychological wellbeing based on teacher self-efficacy and emotion regulation in an EFL context. To this end, 276 Iranian English teachers participated in this survey. First, the measurement models for the three latent constructs were verified through performing Confirmatory Factor Analysis (CFA). Then Structural Equation Modeling (SEM) was used to test the hypothesized model. SEM outcomes evince that both teacher self-efficacy and emotion regulation were the significant predictors of teachers’ psychological wellbeing, with teacher self-efficacy being a stronger correlate than emotion regulation. The findings offer significant implications for English as a Foreign Language (EFL) teachers.

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“…In their cross-cultural study, Greenier et al (2021) figured out that psychological wellbeing was a significant predictor of both Iranian ( N = 255) and British ( N = 108) language teachers’ work engagement. Likewise, Kong (2021) studied 304 Chinese EFL teachers’ work engagement and found that their self-efficacy and psychological wellbeing significantly predicted their dedication to the job.…”

Section: Literature Reviewmentioning

confidence: 99%

The Contribution of Psychological Wellbeing and Emotion-Regulation to Foreign Language Teaching Enjoyment

2022

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The notion of foreign language teaching enjoyment (FLTE) has recently been introduced to the field of foreign language education as a positive emotion which influences teachers’ professional and psychological growth. Due to the pure novelty of the concept, scant research attention has been paid to its antecedents in English as a foreign language (EFL) contexts. The present study aims to investigate the extent to which psychological wellbeing and emotion regulation can contribute to FLTE of Iranian EFL teachers. The participants (N = 575) responded to three electronic questionnaires and the collected data were then analyzed through structural equation modeling (SEM). The SEM analysis indicated that Iranian EFL teachers’ psychological wellbeing and emotion regulation significantly influenced their FLTE. The findings revealed that psychological wellbeing was a stronger predictor of EFL teachers’ FLTE in the Iranian context. The findings were discussed regarding the causes of increasing teaching enjoyment. The results highlighted the importance of applying psychology in language teaching research. Finally, implications and suggestions for future research are offered.

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Chinese English as a Foreign Language Teachers’ Self-Efficacy and Psychological Well-Being as Predictors of Their Work Engagement

Cited by 13 publications

References 79 publications

Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy

Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy

A Structural Model of Teacher Self-Efficacy, Emotion Regulation, and Psychological Wellbeing Among English Teachers

The Contribution of Psychological Wellbeing and Emotion-Regulation to Foreign Language Teaching Enjoyment

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