The Contribution of Perceived Collective Efficacy Beliefs and Interpersonal Emotion Regulation to Turkish Efl Teachers’ Job Stress

Abstract

The goal of this study was to explore the relationship between perceived job stress and a specific set of predictor variables among the selected university preparatory school EFL (English as a Foreign Language) teachers in Turkey. To comprehensively analyze the issue of perceived job stress, interpersonal emotion regulation, and teacher collective efficacy used as variables. The sample consisted of 48 EFL teachers in various Turkish university preparatory schools. It was hypothesized that high levels of teacher collective efficacy beliefs would be a negative predictor of perceived stress among the EFL teachers. A negative relationship was also predicted between interpersonal emotion regulation and perceived job stress levels among the selected teachers. The research hypotheses were tested using data collected through surveys. While the relationship between EFL teachers’ collective efficacy beliefs and interpersonal emotion regulation was significant, their perceived job stress and interpersonal emotion regulation were negatively related, but the association was not strong enough to reach a significant level. The results of the study indicated that demographic variables such as age, and the years of language teaching experience did not have any significant effect on teachers’ collective self-efficacy belief, perceived job stress, and interpersonal emotion regulation of the selected Turkish EFL Instructors in university preparatory programs. The study highlighted the fact that enhancing EFL teachers’ collective efficacy belief would reduce the tension teachers experience in the form of stress and would improve their emotion regulation skills.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0914/a.php" alt="Hit counter" /></p>

Effect of Research Training Environment on Doctoral Students’ Research Intentions

“…Previous research studies showed that RSE increases as RTE increases in accordance with the SCCT theory (Lent et al, 1994). The environmental effect can stimulate students to develop RSE (Bieschke, et al, 1996;Eke andHayward, 2012, Gaoat et al, 2023;Gelso, et al, 2013;Khan & Scott, 1997;Livinƫi et al, 2021;Suna & Kemer, 2022), whereby RSE resulted in learning engagement and RE (Eginli & Dikilitas, 2022;Hall, 2010;Heng et al, 2020;Jorgenen & Ducan, 2015;Salgueira et al, 2012;Pachler et al, 2019;Wu et al, 2020). RTE serves RI, a tendency for students to conduct research after graduation, including conducting research to develop the field, conducting research for career advancement, and conducting social research (Burke & Prieto, 2019;Livinƫi et al, 2021;Snelgrove & James, 2010).…”

“…Furthermore, previous proposals have suggested an association between the RTE and research self-efficacy (RSE) (Brown et al, 1996;Law & Gou, 2011;Livinƫi et al, 2021;Lynch et al, 2009). Moreover, RSE has been found to be associated with both RE (Eginli & Dikilitas, 2022;Hall, 2010;Heng et al, 2020;Jorgenen & Ducan, 2015;Salgueira et al, 2012;Pachler et al, 2019;Wu et al, 2020) and RI (Livinƫi et al, 2021;Pachler et al, 2019;Wu et al, 2020). Notably, all of these research studies were conducted in a non-educational context, for example psychology (Bruke et al, 2019), counselling (Jorgensen & Duncan, 2015), and medication (Black et al, 2013), employing a research framework that focused on examining each variable individually rather than collectively within a single study.…”