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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
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