دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها931
تعداد مقالات7,652
تعداد مشاهده مقاله12,492,038
تعداد دریافت فایل اصل مقاله8,884,369
Fathi, Jalil, Nourzadeh, Saeed, Saharkhiz Arabani, Arash. (1400). Teacher Individual Self-Efficacy and Collective Efficacy as Predictors of Teacher Work Engagement: The Case of Iranian English Teachers. جلوه هنر, 5(2), 167-186. doi: 10.22051/lghor.2021.33184.1366
Jalil Fathi; Saeed Nourzadeh; Arash Saharkhiz Arabani. "Teacher Individual Self-Efficacy and Collective Efficacy as Predictors of Teacher Work Engagement: The Case of Iranian English Teachers". جلوه هنر, 5, 2, 1400, 167-186. doi: 10.22051/lghor.2021.33184.1366
Fathi, Jalil, Nourzadeh, Saeed, Saharkhiz Arabani, Arash. (1400). 'Teacher Individual Self-Efficacy and Collective Efficacy as Predictors of Teacher Work Engagement: The Case of Iranian English Teachers', جلوه هنر, 5(2), pp. 167-186. doi: 10.22051/lghor.2021.33184.1366
Fathi, Jalil, Nourzadeh, Saeed, Saharkhiz Arabani, Arash. Teacher Individual Self-Efficacy and Collective Efficacy as Predictors of Teacher Work Engagement: The Case of Iranian English Teachers. جلوه هنر, 1400; 5(2): 167-186. doi: 10.22051/lghor.2021.33184.1366

Teacher Individual Self-Efficacy and Collective Efficacy as Predictors of Teacher Work Engagement: The Case of Iranian English Teachers

Journal of Language Horizons
مقاله 8، دوره 5، شماره 2 - شماره پیاپی 10، مهر 2021، صفحه 167-186    اصل مقاله (498.71 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2021.33184.1366
نویسندگان
Jalil Fathi* 1؛ Saeed Nourzadeh2؛ Arash Saharkhiz Arabani3
1Assistant Professor, University of Kurdistan, Sanandaj, Iran
2Assistant Professor, Damghan University, Semnan, Iran
3Assistant Professor, Rasht Branch, Islamic Azad University, Rasht, Iran
چکیده
As a result of the role of teachers’ psychological factors in affecting their performance, there has been an ever-increasing interest in the significance of teachers' constructs in influencing their effectiveness and work engagement. As an attempt to shed more light on the relationships between teacher psychological factors in English as a Foreign Language (EFL) context, the objective of this research was to probe the role of teachers’ self-efficacy and their collective efficacy as the predictors of work engagement for Iranian EFL instructors. To this end, a sample of 168 English teachers completed the self-report scales of the constructs under investigation. Structural Equation Modeling was adopted to evaluate the causal relationships among the variables. The findings revealed that teachers’ sense of efficacy explained 23.7% of the work engagement variance whereas teacher collective efficacy accounted for 10.5% of the variance in work engagement. It was revealed that, although each variable had a unique contribution to work engagement, teachers’ individual self-efficacy was a more powerful predictor of work engagement than their collective efficacy. Based on the findings, important implications can be provided for EFL teacher education programs.
کلیدواژه‌ها
collective efficacy؛ EFL teachers؛ structural equation modeling؛ teacher self-efficacy؛ work engagement
عنوان مقاله [English]
خود-کارآمدی فردی و کارآمدی گروهی معلم به عنوان پیش‌بینی‌کننده‌های تعهد شغلی معلم: بررسی موردی معلمان زبان انگلیسی ایرانی
نویسندگان [English]
جلیل فتحی1؛ سعید نوروززاده2؛ آرش سحرخیز3
1استادیار دانشگاه کردستان، کردستان، ایران
2استادیار دانشگاه دامغان، سمنان، ایران
3استادیار دانشگاه آزاد اسلامی، واحد رشت، رشت، ایران
چکیده [English]
در نتیجة نقش عوامل روان‌شناختی تأثیرگذار بر عملکرد معلمان، تمایل روزافزونی به اهمیت ساختارهای تأثیرگذار بر کارآمدی و تعهد شغلی معلمان به وجود آمده‌‌است. برای روشن‌تر ساختن روابط میان عوامل روان‌شناختیِ معلم در بافت انگلیسی به عنوان زبان خارجی، هدف این پژوهش، واکاوی نقش خود-کارآمدی و کارآمدی گروهی معلمان به عنوان پیش‌بینی‌کننده‌های تعهد شغلی در میان مدرسان زبان انگلیسی ایرانی بود. به این منظور، نمونه‌ای از 168 معلم انگلیسی، مقیاس‌های خود-گزارشی ساختارهای مورد بررسی را تکمیل نمودند. مدل معادلات ساختاری برای اندازه‌گیری روابط معمولی میان متغیرها به کار گرفته شد. یافته‌ها نشان داد که حس خود-کارآمدی معلمان 7/23 درصد واریانس تعهد شغلی را تبیین کرد، در حالی که کارآمدی گروهی معلمان 5/10 درصد واریانس تعهد شغلی را توجیه نمود. همچنین معلوم شد که اگر چه هر متغیر سهم منحصربه‌فردی در تعهد شغلی داشت، خود-کارآمدی فردی معلمان پیش‌بینی‌‌کنندة قوی‌تری برای تعهد شغلی در مقایسه با کارآمدی جمعی‌ آن‌ها بود. بر مبنای یافته‌ها، می‌توان کاربردهای مهمی برای برنامه‌های آموزشی معلمان انگلیسی به عنوان زبان خارجی ارائه نمود.
کلیدواژه‌ها [English]
کارآمدی گروهی, معلمان انگلیسی به عنوان زبان خارجی, مدل معادلات ساختاری, خود-کارآمدی معلم, تعهد شغلی
مراجع
  1. Bakker, A. B., & Bal, M. P. (2010). Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology, 83(1), 189-206. https://doi.org/10.1348/096317909X402596
  2. Bakker, A. B., & Demerouti, E. (2007). The job demands–resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328. https://doi.org/10.1108/02683940710733115
  3. Bakker, A. B., & Schaufeli, W. B. (2008). Positive organizational behavior: Engaged employees in flourishing organizations. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 29(2), 147-154. https://doi.org/10.1002/job.515
  4. Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729-735. https://doi.org/10.1037/0012-1649.25.5.729
  5. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  6. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
  7. Burić, I., & Macuka, I. (2018). Self-efficacy, emotions and work engagement among teachers: A two wave cross-lagged analysis. Journal of Happiness Studies, 19(7), 1917-1933. https://doi.org/10.1007/s10902-017-9903-9
  8. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationship between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115-132. https://doi.org/10.1007/s10212-011-0069-2
  9. Caprara, G., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95(4), 821-832. https://doi.org/10.1037/0022-0663.95.4.821
  10. Clandinin, D. J., & Connelly, F. M. (1986). Rhythms in teaching: The narrative study of teachers' personal practical knowledge of classrooms. Teaching and Teacher Education, 2(4), 377-387. https://doi.org/10.1016/0742-051X(86)90030-2
  11. Cross, D. I., & Hong, J. Y. (2012). An ecological examination of teachers' emotions in the school context. Teaching and Teacher Education, 28(7), 957-967. https://doi.org/10.1016/j.tate.2012.05.001
  12. Demirdag, S. (2015). Assessing teacher self-efficacy and job satisfaction: Middle school teachers. Journal of Educational and Instructional Studies in the World, 5(3), 35-43.
  13. Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143.
  14. Fathi, J., & Saeedian, A. (2020). A structural model of teacher self-efficacy, resilience, and burnout among Iranian EFL teachers. Iranian Journal of English for Academic Purposes, 9(2), 14-28.
  15. Federici, R. A., & Skaalvik, E. M. (2011). Principal self-efficacy and work engagement: Assessing a Norwegian principal self-efficacy scale. Social Psychology of Education, 14(4), 575-600. https://doi.org/10.1007/s11218-011-9160-4
  16. Fiorilli, C., Buonomo, I., Romano, L., Passiatore, Y., Iezzi, D. F., Santoro, P. E., Benevene, P., & Pepe, A. (2020). Teacher confidence in professional training: The predictive roles of engagement and burnout. Sustainability, 12(16), 6345.  https://doi.org/10.3390/su12166345
  17. Friedman, I. A. (1991). High and low-burnout schools: School culture aspects of teacher burnout. The Journal of Educational Research, 84(6), 325-333. https://doi.org/10.1080/00220671.1991.9941813
  18. Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675-686.    https://doi.org/10.1016/S0742-051X(02)00027-6
  19. Ghasemzadeh, S., Nemati, M., & Fathi, J. (2019). Teacher self-efficacy and reflection as predictors of teacher burnout: An investigation of Iranian English language teachers. Issues in Language Teaching, 8(2), 25-50.
  20. Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93(3), 467-476. https://doi.org/10.1037/0022-0663.93.3.467
  21. Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807-818. https://doi.org/10.1016/S0742-051X(01)00032-4
  22. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507. https://doi.org/10.3102/00028312037002479
  23. Goldman, S. A., & Kearns, M. J. (1995). On the complexity of teaching. Journal of Computer and System Sciences, 50(1), 20-31. https://doi.org/10.1006/jcss.1995.1003
  24. Granziera, H., & Perera, H. N. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view. Contemporary Educational Psychology, 58, 75-84.
  25. https://doi.org/10.1016/j.cedpsych.2019.02.003
  26. Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363. https://doi.org/10.1016/j.tate.2007.06.005
  27. Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513. https://doi.org/10.1016/j.jsp.2005.11.001
  28. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  29. Kanungo, R. N. (1982). Measurement of job and work involvement. Journal of Applied Psychology, 67(3), 341-349. https://doi.org/10.1037/0021-9010.67.3.341
  30. Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2018). Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement. Journal of Educational Psychology, 110(3), 309-323. https://doi.org/10.1037/edu0000217
  31. Kim, L. E., Jorg, V., and Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality of teacher effectiveness and burnout. Educational Psychology Review, 31, 163-195. https://doi.org/10.1007/s10648-018-9458-2
  32. Klassen, R. M., Aldhafri, S., Mansfield, C. F., Purwanto, E., Siu, A. F., Wong, M. W., & Woods-McConney, A. (2012). Teachers’ engagement at work: An international validation study. The Journal of Experimental Education, 80(4), 317-337. https://doi.org/10.1080/00220973.2012.678409
  33. Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129. https://doi.org/10.1016/j.cedpsych.2011.01.002
  34. Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
  35. Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486. https://doi.org/10.1080/00220970903292975
  36. Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement: Development of the Engaged Teachers Scale (ETS). Frontline Learning Research, 1(2), 33-52. https://doi.org/10.14786/flr.v1i2.44
  37. Kelchtermans, G. (2017). ‘Should I stay or should I go?’ Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 23(8), 961-977. https://doi.org/10.1080/13540602.2017.1379793
  38. Kurt, T., Duyar, I., & Çalik, T. (2011). Are we legitimate yet? A closer look at the casual relationship mechanisms among principal leadership, teacher self-efficacy and collective efficacy. The Journal of Management Development, 31(1), 71-86. https://doi.org/10.1108/02621711211191014
  39. Lee, J. C. K., Zhang, Z., & Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and Teacher Education, 27(5), 820-830. https://doi.org/10.1016/j.tate.2011.01.006
  40. Lent, R. W., & Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69(2), 236-247. https://doi.org/10.1016/j.jvb.2006.02.006
  41. Lim, S., & Eo, S. (2014). The mediating roles of collective teacher efficacy in the relations of teachers' perceptions of school organizational climate to their burnout. Teaching and Teacher Education, 44, 138-147. https://doi.org/10.1016/j.tate.2014.08.007
  42. Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19(2), 119-137. https://doi.org/10.1080/10573560308223
  43. Llorens, S., Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2007). Does a positive gain spiral of resources, efficacy beliefs and engagement exist? Computers in Human Behavior, 23(1), 825-841. https://doi.org/10.1016/j.chb.2004.11.012
  44. Louis, K. S., & Smith, B. (1991). Restructuring, teacher engagement and school culture: Perspectives on school reform and the improvement of teacher's work. School Effectiveness and School Improvement, 2(1), 34-52. https://doi.org/10.1080/0924345910020104
  45. Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498. https://doi.org/10.1037/0021-9010.93.3.498
  46. Moè, A., Pazzaglia, F., & Ronconi, L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26(5), 1145-1153. https://doi.org/10.1016/j.tate.2010.02.010
  47. Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL teachers' reflective practices and self-efficacy: Exploring possible relationships. System, 65, 1-14.   https://doi.org/10.1016/j.system.2016.12.011
  48. Nir, A. E., & Bogler, R. (2008). The antecedents of teacher satisfaction with professional development programs. Teaching and Teacher Education, 24(2), 377-386. https://doi.org/10.1016/j.tate.2007.03.002
  49. Pajares, F. (1997). Current directions in self-efficacy research. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (pp. 1-49). JAI Press.
  50. Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513. https://doi.org/10.1016/j.tate.2012.01.001
  51. Perera, H. N., Granziera, H., & McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120, 171-178. https://doi.org/10.1016/j.paid.2017.08.034
  52. Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199.           https://doi.org/10.1080/09243450600565795
  53. Salanova, M., & Schaufeli, W. B. (2008). A cross-national study of work engagement as a mediator between job resources and proactive behaviour. The International Journal of Human Resource Management, 19(1), 116-131.
  54. Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437. https://doi.org/10.1080/03055698.2014.930340
  55. Schaufeli, W. B., Salanova, M., Roma, V. G., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. https://doi.org/10.1023/A:1015630930326
  56. Schutz, P. A., & Zembylas, M. (2009). Introduction to advances in teacher emotion research: The impact on teachers’ lives. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 3-11). Springer. https://doi.org/10.1007/978-1-4419-0564-2_1
  57. Schwarzer, R., & Hallum, S. (2008). Perceived teacher self‐efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57(s1), 152-171.   https://doi.org/10.1111/j.1464-0597.2008.00359.x
  58. Shirazizadeh, M., & Karimpour, M. (2019). An investigation of the relationships among EFL teachers’ perfectionism, reflection and burnout. Cogent Education, 6(1), 1-13. https://doi.org/10.1080/2331186X.2019.1667708
  59. Shirazizadeh, M., Tajik, L., & Amanzadeh, H. (2019). Reflection, resilience and role stress among Iranian EFL teachers: A mixed methods study. Issues in Language Teaching, 8(2), 1-24.
  60. Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20(3), 285-304.   https://doi.org/10.1080/13594320903513916
  61. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
  62. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
  63. Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0
  64. Skaalvik, E. M., & Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: Relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Creative Education, 10(7), 1400-1424. https://doi.org/10.4236/ce.2019.107104
  65. Stephanou, G., & Oikonomou, A. (2018). Teacher emotions in primary and secondary education: Effects of self-efficacy and collective-efficacy, and problem-solving appraisal as a moderating mechanism. Psychology, 9(4), 820-875.     https://doi.org/10.4236/psych.2018.94053
  66. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  67. Van den Berg, R. (2002). Teachers’ meanings regarding educational practice. Review of Educational Research, 72(4), 577-625. https://doi.org/10.3102/00346543072004577
  68. Ware, H., & Kitsantis, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100, 303-310. https://doi.org/10.3200/JOER.100.5.303-310
  69. Weiqi, C. (2007). The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chinese Education & Society, 40(5), 17-31. https://doi.org/10.2753/CED1061-1932400503
  70. Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2009). Reciprocal relationships between job resources, personal resources and work engagement. Journal of Vocational Behavior, 74(3), 235-244. https://doi.org/10.1016/j.jvb.2008.11.003
  71. Zembylas, M., & Schutz, P. A. (2009). Research on teachers’ emotions in education: Findings, practical implications and future agenda. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 367-377). Springer.      
  72. https://doi.org/10.1007/978-1-4419-0564-2_18
آمار
تعداد مشاهده مقاله: 809
تعداد دریافت فایل اصل مقاله: 400


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب