Growth teaching mindset and work engagement: The chain mediating roles of professional development and teaching self-efficacy

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-08-18 DOI:10.1016/j.stueduc.2025.101506

S. Yahya Hejazi , Majid Sadoughi

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引用次数: 0

Abstract

Teaching English as a second/foreign language (L2) is a demanding profession often accompanied by emotional and professional challenges. Given the protective role of work engagement in fostering teacher well-being and effectiveness, this study explored one of its potential antecedents: growth teaching mindset, i.e., teachers’ beliefs in malleability of their teaching skills. Specifically, it examined whether professional development (PD) and teaching self-efficacy sequentially mediate the relationship between growth teaching mindset and work engagement. Data were collected from 263 teachers and analyzed using structural equation modelling (SEM). Results showed that growth teaching mindset positively predicted work engagement both directly and indirectly. Teachers with stronger growth beliefs reported greater participation in PD activities and higher self-efficacy, which consequently enhanced their engagement. These findings suggest that cultivating growth-oriented beliefs and investing in continuous PD opportunities can strengthen teacher engagement. Language centers are recommended to promote such beliefs among their pre-service and in-service teachers through targeted institutional support and training.

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成长型教学心态与工作投入：专业发展与教学自我效能感的链式中介作用

英语作为第二语言/外语（L2）教学是一项要求很高的职业，经常伴随着情感和专业上的挑战。鉴于工作投入在促进教师幸福感和有效性方面的保护作用，本研究探讨了其潜在的前因之一：成长型教学心态，即教师对其教学技能可塑性的信念。具体而言，本研究考察了专业发展和教学自我效能感是否依次中介成长性教学心态与工作投入之间的关系。采用结构方程模型（SEM）对263名教师的数据进行分析。结果表明，成长型教学心态对工作投入有直接和间接的正向预测作用。具有较强成长信念的教师报告更多地参与PD活动和更高的自我效能感，从而提高了他们的参与度。这些研究结果表明，培养以成长为导向的信念和投资于持续的PD机会可以增强教师的敬业度。建议语言中心通过有针对性的机构支持和培训，在其职前和在职教师中推广这种信念。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.