Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences
Abstract Within the field of teacher education, the concept of self-efficacy—which includes teachers' self-perceptions of their competence and abilities in particular tasks—has attracted a lot of attention. It shows how confident a teacher is in their ability to help students achieve the learni...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2024-02-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-024-00264-2 |
| _version_ | 1797275614707712000 |
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| author | Mohammadnasser Mossafaie Goudarz Alibakhshi Hossein Heidari Tabrizi |
| author_facet | Mohammadnasser Mossafaie Goudarz Alibakhshi Hossein Heidari Tabrizi |
| author_sort | Mohammadnasser Mossafaie |
| collection | DOAJ |
| description | Abstract Within the field of teacher education, the concept of self-efficacy—which includes teachers' self-perceptions of their competence and abilities in particular tasks—has attracted a lot of attention. It shows how confident a teacher is in their ability to help students achieve the learning objectives. In spite of its critical importance, there hasn't been a single study that thoroughly examines the underlying effects of self-efficacy among English as a Foreign Language (EFL) teachers. To carefully examine these effects and verify a theoretical model, this study uses a mixed methods approach. 26 articles are found to be eligible after a meta-analysis method is used to thoroughly review pertinent articles from Elsevier, Google Scholar, and ERIC. The following outcomes are linked to the self-efficacy of EFL teachers: burnout, instructional success, psychological well-being, engagement and job satisfaction, communication readiness, teaching commitment, emotion regulation, professional development, and motivational teaching behavior. Using structural equation modeling, the proposed model is evaluated in the quantitative phase. The researchers' 10-factor scale is used to collect data. The model's divergent validity, convergent validity, and reliability are all shown to be at acceptable levels by the results. These findings have both theoretical and practical ramifications, offering useful information. |
| first_indexed | 2024-03-07T15:16:58Z |
| format | Article |
| id | doaj.art-580a0db931dc449996ba879175e4359d |
| institution | Directory Open Access Journal |
| issn | 2363-5169 |
| language | English |
| last_indexed | 2024-03-07T15:16:58Z |
| publishDate | 2024-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj.art-580a0db931dc449996ba879175e4359d2024-03-05T17:52:05ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692024-02-019112010.1186/s40862-024-00264-2Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequencesMohammadnasser Mossafaie0Goudarz Alibakhshi1Hossein Heidari Tabrizi2Department of English Language, Islamic Azad University, Isfahan (Khorasgan) BranchAllameh Tabataba’i UniversityIslamic Azad University, Isfahan (Khorasgan) BranchAbstract Within the field of teacher education, the concept of self-efficacy—which includes teachers' self-perceptions of their competence and abilities in particular tasks—has attracted a lot of attention. It shows how confident a teacher is in their ability to help students achieve the learning objectives. In spite of its critical importance, there hasn't been a single study that thoroughly examines the underlying effects of self-efficacy among English as a Foreign Language (EFL) teachers. To carefully examine these effects and verify a theoretical model, this study uses a mixed methods approach. 26 articles are found to be eligible after a meta-analysis method is used to thoroughly review pertinent articles from Elsevier, Google Scholar, and ERIC. The following outcomes are linked to the self-efficacy of EFL teachers: burnout, instructional success, psychological well-being, engagement and job satisfaction, communication readiness, teaching commitment, emotion regulation, professional development, and motivational teaching behavior. Using structural equation modeling, the proposed model is evaluated in the quantitative phase. The researchers' 10-factor scale is used to collect data. The model's divergent validity, convergent validity, and reliability are all shown to be at acceptable levels by the results. These findings have both theoretical and practical ramifications, offering useful information.https://doi.org/10.1186/s40862-024-00264-2Consequences of self-efficacyEFL teachersMeta-analysisSystematic reviewStructural equation modeling |
| spellingShingle | Mohammadnasser Mossafaie Goudarz Alibakhshi Hossein Heidari Tabrizi Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences Asian-Pacific Journal of Second and Foreign Language Education Consequences of self-efficacy EFL teachers Meta-analysis Systematic review Structural equation modeling |
| title | Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences |
| title_full | Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences |
| title_fullStr | Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences |
| title_full_unstemmed | Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences |
| title_short | Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences |
| title_sort | iranian efl teachers self efficacy structural equation modeling of the consequences |
| topic | Consequences of self-efficacy EFL teachers Meta-analysis Systematic review Structural equation modeling |
| url | https://doi.org/10.1186/s40862-024-00264-2 |
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