The Association of Experienced in-service EFL teachers’ immunity with engagement, emotions, and autonomy

Noughabi, Mostafa Azari; Amirian, Seyed Mohammad Reza; Adel, Seyyed Mohammad Reza; Zareian, Gholamreza

doi:10.1007/s12144-020-01066-8

Cited by 33 publications

(26 citation statements)

References 33 publications

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“…A plethora of studies have been conducted on students' emotions (e.g. Goetz et al , 2007; Rienties and Rivers, 2014), but in the area of teachers' emotions, the dearth is grave (Frenzel, 2014; Heydarnejad et al , 2018; Burić et al , 2019; Azari Noughabi et al , 2020). Based on Sutton and Wheatley (2003), there are two reasons for the grave dearth of such studies: (1) recent psychological attention to teachers' emotions and (2) the misbelief about emotion (connected to negative ideas like irrational, primitive, and immature).…”

Section: Literature Reviewmentioning

confidence: 99%

The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach

Heydarnejad

Fatemi

Ghonsooly

2021

JARHE

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PurposeFor this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.Design/methodology/approachFollowing the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.FindingsBased on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).Research limitations/implicationsFuture studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.Practical implicationsIn effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.Social implicationsThe implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.Originality/valueThe implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.

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Section: Literature Reviewmentioning

confidence: 99%

The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach

Heydarnejad

Fatemi

Ghonsooly

2021

JARHE

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“…The teaching profession is bounded with different experienced emotions, which affect teachers' cognitions (Sutton and Wheatley, 2003;Sutton, 2004), motivation (Pekrun et al, 2002), efficacy beliefs and goals (Kaplan et al, 2002;Chen, 2018), memory, attention, and categorization (Sutton and Wheatley, 2003), self-regulation (Heydarnejad et al, 2017), immunity and autonomy (Azari Noughabi et al, 2020), pedagogical adoptions (Chen, 2020), forming a sense of professional identity (Day and Qing, 2009), self-efficacy (Burić et al, 2020), social well-being (Richards, 2020), teaching style (Heydarnejad et al, 2021), and consequently their students' learning and achievement (Frenzel, 2014). Among different emotions that teachers experience at work, they are expected to express pleasant emotions such as happiness, joy, and pride but down-regulate unpleasant emotions such as anger, frustration, and anxiety (Schaubroeck and Jones, 2000).…”

Section: Literature Review Emotion Regulationmentioning

confidence: 99%

Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI)

et al. 2021

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Educational context is a pool of various emotional demands asking for competent teachers who are capable enough to regulate and manage them. The language teacher emotion regulation focuses on the strategies that language teachers implement to regulate their emotions. Considering the paucity of a psychometrically sound instrument in language teacher emotion regulation, this realm has received scant research attention. Thus, the present study was an attempt to develop and validate a conceptually meaningful and psychometrically sound instrument to capture language teacher emotion regulation strategies at workplace. This study is composed of three phases. In the first phase, based on a comprehensive consideration of the existing literature and the results of a semi-structured interview, a six-component model of the language teacher emotion regulation was designed. In the second phase, the results of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability estimates confirmed the validity and reliability of the instrument. The results of CFA refined the final version of the instrument. The Language Teacher Emotion Regulation Inventory (LTERI) includes 27 items with six dimensions on a 5-point Likert scale. Each dimension assesses a discrete language teacher emotion regulation strategy at workplace: situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support. In the third phase, the validated instrument, LTERI was utilized across two different milieus of language teaching in Iran, namely school and university. To do so, an independent samples t-test was applied. As the findings of this phase demonstrated, there is a statistically significant difference between English as a foreign language (EFL) teachers in the two contexts regarding the employed emotion regulation strategies in their professional lives. The implications of the current study can open new perspectives in educational psychology and teacher well-being. Furthermore, the Language Teacher Emotion Regulation Inventory (LTERI) contributes to the field of teacher education by filling the measurement lacuna and advancing quantitative studies in this regard. More significantly, the implications of this study may uncover new prospects for effective teaching and learning, especially during the COVID-19 pandemic, which can provoke various emotional demands for both teachers and learners.

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“…Research has also linked teacher engagement to Bandura's social cognitive theory. Noughabi et al (2020) pointed out that cognitive, emotional, and social aspects of L2 teachers' engagement levels have not been satisfactorily analysed.…”

Section: Teacher Engagementmentioning

confidence: 99%

Investigating the relation between pre-service EFL teachers’ epistemic cognition, instructional preferences and perceived engagement beliefs

Sarıçoban¹,

Kırmızı²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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The aim of the present study is to see potential correlations between and among pre-service EFL teachers' epistemological cognitions, perceived engagement levels, and instructional preferences. To this end, 149 preservice teachers were surveyed. Within the context of the study, three data collection methods were used within the scope of the study. The first one is the Epistemic Beliefs Scale, developed by Chan and Elliot (2004). It is a 30 Likert-type scale. The second tool was the Instructional Preference Questionnaire. This scale was based on Chan and Eliott (2004) and it included 30 items. The third scale was Teacher Engagement Scale, which was developed by Klassen et al (2013). Correlation and regression analyses were used to analyse the data. The findings indicated that teacher engagement plays an important role in EFL teachers' instructional preferences. Particularly, as for the correlation between the sub-dimensions of epistemological beliefs and instructional preferences, it was observed that the ability to lean and source of knowledge dimensions was influential on transmission-based teaching.

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The Association of Experienced in-service EFL teachers’ immunity with engagement, emotions, and autonomy

Cited by 33 publications

References 33 publications

The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach

The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach

Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI)

Investigating the relation between pre-service EFL teachers’ epistemic cognition, instructional preferences and perceived engagement beliefs

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