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 179 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 19.8% of the variance while collective teacher efficacy amounted to 11.3% 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.
Machine summary:
Investigating a Structural Model of Self-Efficacy, Collective Efficacy, and Psychological Well-Being among Iranian EFL Teachers Jalil Fathi1, Ali Derakhshan2, Arash Saharkhiz Arabani3 1Assistant Professor, Department of English Language, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran, Email: jfathi13@yahoo.
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 a survey study with follow- up interviews with 102 Iranian EFL teachers, the researchers found that reflection sub-constructs positively and significantly associated with teachers’ self-efficacy.
Subsequently, Fathi and Rostami (2017), in a survey study, investigated the structural equation model of collective teacher efficacy, teacher self-efficacy, teaching commitment, and job satisfaction.
3. 3 Data Collection Procedure This research is a non-experimental, correlational study that intends to uncover the associations among teachers’ self-efficacy, collective efficacy, and their psychological well-being among a sample of Iranian EFL teachers.
46, p In the follow-up analysis, SEM was used to test the structural model of the present study to identify the significance of collective teacher efficacy and teacher self-efficacy as predictors of psychological well-being.
An accumulated body of studies has revealed that greater teacher self-efficacy leads to heightened psychological well-being which can be realized as further job satisfaction and teaching commitment as well as less amount of stress or burnout (Aloe et al.