Investigating the relationship between language teachers’ occupational self-efficacy, satisfaction and meaning at work, and their subjective wellbeing

Abstract

Despite the growing interest in the well-being of educators, there is a significant gap in the literature regarding the specific factors that influence the well-being of language teachers. To address this gap, this study explored the relationship between Iranian language teachers’ occupational self-efficacy, satisfaction and meaning at work and their subjective well-being. The study involved 120 EFL teachers, and data were collected through self-report questionnaires. The results pointed to significant positive correlations between subjective well-being and occupational self-efficacy (r = 0.625, p < 0.001) as well as satisfaction and meaning at work (r = 0.493, p < 0.001). Regression analyses further indicated that occupational self-efficacy, satisfaction and meaning at work were significant predictors of subjective well-being. Notably, occupational self-efficacy emerged as a stronger predictor, outweighing the influence of satisfaction and meaning at work. Furthermore, the ANOVA results demonstrated that the regression models significantly contributed to the prediction of subjective well-being, indicating the relevance of these factors in understanding language teachers’ well-being. The coefficients analysis supported the significance of occupational self-efficacy (β = 0.625, p < 0.001) in predicting subjective well-being, while satisfaction and meaning at work also made a significant contribution (β = 0.258, p = 0.003). These findings suggest that enhancing teachers’ occupational self-efficacy, satisfaction and meaning at work could promote their subjective well-being. The study contributes to understanding the relationship between teachers’ job-related factors and their subjective well-being and could have implications for developing interventions to enhance their well-being.

Creencias de autoeficacia, satisfacción y salud física como predictores de la calidad de vida de docentes universitarios mexicanos

“…El objetivo del presente estudio fue describir y analizar la incidencia de las creencias de autoeficacia, la satisfacción y la salud física en la calidad de vida de los docentes de educación superior en México. Un hallazgo del estudio fue que dichas variables fueron predictoras de la calidad de vida en profesores mexicanos, lo cual coincide con Chamani et al (2023) quienes encontraron que la autoeficacia, la satisfacción y el significado en el trabajo eran predictores del bienestar subjetivo de profesores.…”

“…A partir del análisis de la literatura, se encontró que existen pocas investigaciones (Chamani et al, 2023;García-Lázaro et al, 2022;Capone & Petrillo, 2020) que profundizan en el efecto que tienen las creencias de autoeficacia, la satisfacción y la salud física en la calidad de vida relacionada con la salud de las(os) profesoras(es) universitarias(os). A diferencia de las investigaciones previas, este estudio indaga en las variables predictoras de la calidad de vida y realiza comparaciones de las dimensiones de las creencias de autoeficacia y CRVS según la edad y el sexo de los docentes.…”

Peran Efikasi Diri Dan Kepribadian Terhadap Komitmen Afektif Pemilik Usaha Mikro

“…Efikasi diri menggambarkan keyakinan seseorang terhadap kapasitasnya untuk melakukan aktivitas tertentu atau menghasilkan hasil yang diinginkan. Hal ini mencakup penilaian seseorang terhadap bakat dan keahliannya dalam berbagai ranah pekerjaan (Chamani et al, 2023). Penelitian telah menunjukan bahwa orang yang memiliki tingkat efikasi diri yang tinggi cenderung menunjukkan komitmen afektif yang tinggi terhadap organisasi maupun usaha yang mereka jalankan.…”

Investigating Iranian English language teachers’ wellbeing across their career stages

“…In recent years, the increased teacher attrition and burnout rate have motivated many researchers to explore the range of factors that increase the possibility of these negative occurrences among teachers ( Borman and Dowling, 2008 ; Weiland, 2021 ). Such professional happenings have partly been associated with the teachers’ overall wellbeing in that good feelings of teachers function as a strong factor in preventing teachers from leaving their jobs and from feeling less demotivated ( Mercer, 2020 ; Chamani et al, 2023 ; Sulis et al, 2023 ). From this perspective, wellbeing has been conceptualized as a strong factor in the way teachers construct their identities, the range of emotions they experience, and the general membership teachers claim in their organizations ( Talbot and Mercer, 2018 ; Hofstadler et al, 2021 ; Jin et al, 2021 ; Nazari and Xodabande, 2022 ).…”