The Role of Emotional Intelligence and Self-efficacy in EFL Teachers’ Technology Adoption

Zhi, Ran; Wang, Yunsong; Wang, Yongliang

doi:10.1007/s40299-023-00782-6

Cited by 45 publications

(4 citation statements)

References 76 publications

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“…A study by Zhi et al (2023) also underscores the signi cant role of e cacy in technology adoption among Chinese EFL teachers. Through structural equation modeling and regression analysis, they found that self-e cacy signi cantly predicted a considerable portion of the variance in teachers' technology adoption rates.…”

Section: Self-e Cacy As a Predictor Of Teachers' Instructional Practicesmentioning

confidence: 96%

Understanding the Interplay Between Language Teachers’ Efficacy and Constructivist Pedagogy in Ghana’s Evolving Education Landscape: A Structural Equation Modelling Analysis

Nyamekye,

Asare-Danso,

Ofori

2024

Preprint

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The education system in Ghana is undergoing a transition from a behaviorist instructional philosophy to a constructivist one, aiming to produce learners who can actively contribute to nation-building. Nonetheless, given the weighing demands on teachers regarding this abrupt shift into constructivist teaching, there is a need to examine teachers sense of efficacy related to the enactment of core principles of this novel instructional philosophy—i.e., social, cognitive, and critical constructivism— laid down in the newly introduced standards-based curriculum. An explanatory sequential mixed method was used to obtain data from basic school teachers in the Sunyani-west district of Bono Region, Ghana. Using adapted teacher self-efficacy and constructivist learning environment scales, quantitative data were gathered from 104 teachers. Qualitative data were also gathered from 61 conveniently sampled language teachers to augment the quantitative findings. Using partial least squares structural equation modelling, a significant positive association was discovered between teachers’ efficacy and the practice of social and cognitive constructivism. Nonetheless, teachers’ efficacy did not statistically predict their practice of critical constructivism. The qualitative results showed that sociocultural concerns probably accounted for the insignificant association between efficacy and critical constructivism. It was therefore concluded that sociocultural norms designed for bringing up a child in Ghana tend to inhibit the enactment of critical constructivism. The study recommends that the National Council for Curriculum and Assessment, in partnership with the Ghana Tertiary Education Commission, should update teacher professional development programs in universities and colleges of education to incorporate constructivist principles, particularly critical pedagogy, aiming to produce competent teachers capable of fostering learners' autonomy, critical thinking, and problem-solving skills as outlined in the Standards-Based Curriculum (SBC)..

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Section: Self-e Cacy As a Predictor Of Teachers' Instructional Practicesmentioning

confidence: 96%

Understanding the Interplay Between Language Teachers’ Efficacy and Constructivist Pedagogy in Ghana’s Evolving Education Landscape: A Structural Equation Modelling Analysis

Nyamekye,

Asare-Danso,

Ofori

2024

Preprint

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“…A short glance at the existing literature indicates that several researchers worldwide [ 28 , [76] , [77] , [78] , [79] , [80] , [81] , [82] , [83] , [84] , [85] , [86] ] have looked into the role of positive teacher interpersonal behaviors in predicting students' behavioral, cognitive, and emotional engagement. Imlawi et al [ 77 ], for example, tested the influence of instructor credibility on students' course engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

Ding,

Wang

2024

Heliyon

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“…Like academic buoyancy, research on self-efficacy was initially confined to students' perspectives. More recently, however, this construct has been operationalized in relation to teachers and the teaching profession (Mok & Moore, 2019;Zhi et al, 2023). For instance, in a particularly influential study, Tschannen-Moran and Hoy ( 2001) conceptualized teacher self-efficacy as individual teachers' perceived self-image of their abilities to foster students' learning and academic performance.…”

Section: Self-efficacymentioning

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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The Role of Emotional Intelligence and Self-efficacy in EFL Teachers’ Technology Adoption

Cited by 45 publications

References 76 publications

Understanding the Interplay Between Language Teachers’ Efficacy and Constructivist Pedagogy in Ghana’s Evolving Education Landscape: A Structural Equation Modelling Analysis

Understanding the Interplay Between Language Teachers’ Efficacy and Constructivist Pedagogy in Ghana’s Evolving Education Landscape: A Structural Equation Modelling Analysis

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

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

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