Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy

Yüce, Erkan; Kruk, Mariusz; Derakhshan, Ali

doi:10.1016/j.tsc.2023.101386

Cited by 14 publications

(1 citation statement)

References 55 publications

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“…Teacher self-efficacy pertains to a teacher's appraisal of their ability to effectively perform pedagogical practices (Bandura, 1997). Teachers' self-efficacy has also been found to influence their pedagogical behaviors and practices in the classroom (Mok & Moore, 2019) as well as their psycho-emotional states such as satisfaction, resilience, motivation, commitment, well-being, enthusiasm, and reflection (Fathi et al, 2021;Skaalvik & Skaalvik, 2014;Yüce et al, 2023). Another critical construct, which perceived self-efficacy and academic buoyancy may positively predict, is work engagement (Derakhshan, Wang, et al, 2023;Han & Wang, 2021).…”

Section: Introductionmentioning

confidence: 99%

On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers’ Work Engagement: A Case of Chinese English as a Foreign Language Teachers

Zhi,

Wang,

Derakhshan

2023

Percept Mot Skills

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A plethora of scientific evidence has pinpointed that teaching English as a foreign or second language (EFL) is difficult, challenging, and emotionally burdensome. Nevertheless, most English language teachers remain committed to the teaching profession and actively engage in the instructional environment. This has inspired several scholars worldwide to explore what personal, emotional, and psychological factors motivate English language teachers to engage enthusiastically in their workplace. While a large body of studies have to date examined the personal, emotional, and psychological predictors of English language teachers’ work engagement, to our knowledge, no inquiry has investigated the role of academic buoyancy and self-efficacy in predicting EFL teachers’ work engagement. Furthermore, the potential impact of demographic variables on the interplay between EFL teachers’ academic buoyancy, self-efficacy, and work engagement has been disregarded. To bridge this gap, we examined the interplay of these three constructs among Chinese EFL teachers. To do so, we administered three pre-designed questionnaires to 242 EFL teachers working in Chinese schools and universities. The collected data were then analyzed using structural equation modeling (SEM). The outcomes of SEM divulged positive and strong relationships between Chinese EFL teachers’ academic buoyancy, self-efficacy, and work engagement. The SEM results also indicated that academic buoyancy and self-efficacy could strongly and favorably predict Chinese EFL teachers’ work engagement. Additionally, the study outcomes disclosed that demographic variables, including gender, educational degree, and teaching experience, directly impacted the interplay between Chinese EFL teachers’ academic buoyancy, self-efficacy, and work engagement. These results may have significant implications for English teachers, teacher trainers, and educational principals.

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