Toward the Impact of EFL Teachers' Self-Efficacy and Collective Efficacy on Students' Engagement

Abstract

Given the centrality of students' engagement in their academic success, considerable attention has been paid to this construct and its potential predictors. Notwithstanding, a limited number of studies have focused on the role of teacher self- and collective efficacy as antecedents of student engagement. Further, no review study has been carried out to illustrate the impact of EFL teacher' efficacy on learning engagement. Hence, the current study intends to review the previous studies conducted on this topic to probe into the beneficial effects of EFL teachers' sense of efficacy on students' academic engagement. The predictability power of EFL teachers' self- and collective efficacy was confirmed through empirical and theoretical evidence. The conclusion and pedagogical implications of the finding are also discussed.

Chinese English as a Foreign Language Teachers’ Self-Efficacy and Psychological Well-Being as Predictors of Their Work Engagement

“…In an endeavor to characterize the nature of teachers’ self-efficacy, Tschannen-Moran and Hoy (2001) divided this construct into three main components of “ efficacy for student engagement ,” “ efficacy for instructional strategies ,” and “ efficacy for classroom management ” (p. 800). Drawing on this categorization, the construct of teacher self-efficacy can be defined as teachers’ evaluation of their capacity to involve pupils in classroom activities, deploy efficient instructional techniques, and manage the learning environment ( Lu and Mustafa, 2021 ). As previous studies revealed, teachers’ self-efficacy is tied with their psychological well-being ( Ballantyne and Retell, 2020 ; Fathi et al, 2020 ), job satisfaction ( Skaalvik and Skaalvik, 2014 ; Turkoglu et al, 2017 ; Fathi and Savadi Rostami, 2018 ), professional commitment ( Klassen et al, 2013 ; Demir, 2020 ; Nassri and Yaghmaei, 2020 ), work engagement ( Ventura et al, 2015 ; Buric and Macuka, 2018 ; Skaalvik and Skaalvik, 2019 ; Han and Wang, 2021 ), teaching stress ( Fathi and Derakhshan, 2019 ), and teaching quality ( Dimopoulou, 2014 ; Kunsting et al, 2016 ; Burić and Kim, 2020 ).…”

Toward the Impact of Job Satisfaction and Collective Efficacy on EFL Teachers’ Professional Commitment

“…According to Khong et al (2017) , teachers with strong collective efficacy beliefs can make a substantial difference in students’ academic performance. In a similar vein, Lu and Mustafa (2021) articulated those teachers who possess a higher degree of collective efficacy can effectively engage students in the learning process. It is largely because teachers who have faith in faculty members’ teaching abilities are more inclined to participate in their workplaces.…”

Enhancing Chinese EFL Students’ Academic Engagement: The Impact of L2 Enjoyment and Academic Motivation

“…Against this backdrop, many empirical investigations have been conducted into student engagement and its potential antecedents. Among them, several studies have examined the role of teacher-related factors in promoting students' academic engagement (e.g., Jia et al, 2020;Derakhshan, 2021;Derakhshan et al, 2021;Lu and Mustafa, 2021;Wang and Ye, 2021;Zhou, 2021, among others). Some inquiries have also inspected the function of context-related factors (e.g., Lee et al, 2011;Harbaugh and Cavanagh, 2012;Shernoff et al, 2014;Virtanen et al, 2015, among others).…”