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Supportive reflection definition12/29/2023 ![]() ![]() Specifically, teacher efficacy is concerned with a teacher’s self-evaluation of their instructional capabilities in achieving desired outcomes in an educational setting ( Zee et al., 2018 Thompson and Dooley, 2019 Liu et al., 2021 Samfira and Paloş, 2021). Bandura (1993) proposed that a person’s view of their abilities influences their confidence or proficiency in handling demanding and challenging circumstances, which in turn influences their psychological wellbeing. Self-efficacy, as the second construct under research in the study, refers to a person’s beliefs and perceptions about their capability to attain specific outcomes in particular settings ( Bandura, 1997). As a result, there has been a growing body of research exploring the factors that impact EFL/ESL teachers’ work engagement ( Burić and Macuka, 2018 Greenier et al., 2021 Xie, 2021). Cardwell (2011) also emphasized that heightened work engagement can positively impact instruction effectiveness. (2002), individuals who are dedicated and passionate about their work tend to be more engaged in their profession. ![]() Furthermore, studies have found that engagement is positively associated with teacher efficacy and can act as a bridge between social support and efficacy ( Bresó et al., 2011 Høigaard et al., 2012 Han and Wang, 2021 Namaziandost et al., 2022). This concept has gained recognition as a key indicator in evaluating the quality of teachers’ professional lives and its influence on various work-related consequences including instruction quality, problem-solving skills, organizational commitment, and work satisfaction ( Field and Buitendach, 2012). Work engagement is described as a state characterized by passion, energy, and motivation toward work and has been linked to physical and psychological wellbeing at work as well as a pleasing and satisfying state of mind ( Rothmann, 2008 Bakker et al., 2011 Greenier et al., 2021). ![]() Given its significance, there is growing interest in examining the factors that predict teacher work engagement ( Eldor and Shoshani, 2016 Greenier et al., 2021). Teacher work engagement has been identified as a crucial aspect in determining the success of educational outcomes ( Timms and Brough, 2013 Perera et al., 2018). Further research can explore ways to enhance these predictors through training and support programs for teachers. The significance of these predictors of work engagement among EFL teachers highlights the importance of fostering self-efficacy, reflection, and resilience among teachers in order to promote their work engagement. Similarly, teacher reflection also had an indirect impact on work engagement through teacher resilience.ĭiscussion: These results have important implications for teacher education programs. Results: The findings indicated that teacher self-efficacy, teacher reflection, and teacher resilience were direct predictors of work engagement, and teacher self-efficacy had an indirect effect on work engagement via teacher reflection and resilience. Then, structural equation modeling was utilized to examine the relationships between the variables. The construct validity of the measures was confirmed through confirmatory factor analysis. Methods: To achieve this goal, 512 EFL teachers were invited to participate in an online survey, which consisted of four questionnaires. Against this backdrop, this study aimed to investigate the predictors of teacher work engagement among Chinese English as a foreign language (EFL) teachers by testing a model that includes teacher self-efficacy, teacher reflection, and teacher resilience. Introduction: Given the significant role of work engagement of teachers in educational contexts, some scholarly attention has been directed to exploring the predictors of this construct. Department of Basic Education, Chongqing Creation Vocational College, Yongchuan, Chongqing, China.
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