心理学
结构方程建模
调解
倦怠
背景(考古学)
自我效能感
考试(生物学)
社会心理学
教师教育
发展心理学
数学教育
临床心理学
政治学
统计
古生物学
生物
法学
数学
作者
Jalil Fathi,Vincent Greenier,Ali Derakhshan
出处
期刊:Iranian Journal of Language Teaching Research
日期:2021-07-01
卷期号:9 (2): 13-37
被引量:128
标识
DOI:10.30466/ijltr.2021.121043
摘要
To expand the line of research investigating individual teacher-related variables, the present research sought to test a structural model of teacher reflection, self-efficacy, burnout, and emotion regulation among Iranian EFL instructors. Moreover, a mediation model was examined, hypothesizing that emotion regulation would mediate the influences of teacher reflection and teacher self-efficacy on teacher burnout. Collecting data from a sample of 238 Iranian EFL teachers, a structural equation modeling (SEM) was embarked on to test the hypothesized relationships. The data of the study were gathered through the participants’ responses to the four questionnaires related to the four variables under investigation (i.e., teacher self-efficacy, reflection, burnout, and emotion regulation variables). The outcomes of a confirmatory factor analysis (CFA) verified the fitness of the used questionnaires and the structural model. Considering the centrality of teachers’ affective status in how they deal with reform initiatives, it is hoped that our results can contribute to the understanding of how teachers can take practical measures to monitor their emotional states in EFL education in Iran and in the broader international context. Additionally, EFL teacher preparation programs should consider more practical strategies to enhance efficacy beliefs, emotion regulation, and reflection for pre-service teachers.
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