学术积极性和自我效能感在预测教师工作投入中的作用:以中国英语作为外语的教师为例。

IF 1.4 4区 心理学 Q4 PSYCHOLOGY, EXPERIMENTAL
Perceptual and Motor Skills Pub Date : 2024-04-01 Epub Date: 2023-12-16 DOI:10.1177/00315125231222398
Ran Zhi, Yongxiang Wang, Ali Derakhshan
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引用次数: 0

摘要

大量科学证据表明,将英语作为一门外语或第二语言(EFL)进行教学是困难的、具有挑战性的,也是一种精神负担。然而,大多数英语教师仍然坚守教师职业,积极投入教学环境。这促使世界各地的一些学者探索是哪些个人、情感和心理因素促使英语教师热情地投入工作。虽然迄今为止已有大量研究探讨了英语教师工作投入的个人、情感和心理预测因素,但就我们所知,还没有研究探讨学术浮力和自我效能感在预测英语教师工作投入中的作用。此外,人口统计学变量对 EFL 教师的学业浮力、自我效能感和工作投入之间相互作用的潜在影响也被忽略了。为了弥补这一不足,我们研究了中国 EFL 教师这三个构念之间的相互作用。为此,我们向 242 名在中国中小学和大学工作的 EFL 教师发放了三份预先设计好的问卷。然后使用结构方程模型(SEM)对收集到的数据进行分析。结构方程模型的结果表明,中国 EFL 教师的学业浮力、自我效能感和工作投入度之间存在着积极而紧密的关系。结构方程模型的结果还表明,学业浮力和自我效能感可以有力地预测华裔英语教师的工作投入度。此外,研究结果表明,人口统计学变量,包括性别、教育程度和教学经验,直接影响了中国英语教师的学术积极性、自我效能感和工作投入之间的相互作用。这些结果可能对英语教师、教师培训者和教育校长具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers' Work Engagement: A Case of Chinese English as a Foreign Language Teachers.

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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来源期刊
Perceptual and Motor Skills
Perceptual and Motor Skills PSYCHOLOGY, EXPERIMENTAL-
CiteScore
2.90
自引率
6.20%
发文量
110
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