Cargando…
Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers
We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used con...
Autores principales: | , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2023
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10552353/ https://www.ncbi.nlm.nih.gov/pubmed/37395156 http://dx.doi.org/10.1177/00315125231182269 |
_version_ | 1785115943918108672 |
---|---|
author | Zhang, Lawrence Jun Fathi, Jalil Mohammaddokht, Farnoosh |
author_facet | Zhang, Lawrence Jun Fathi, Jalil Mohammaddokht, Farnoosh |
author_sort | Zhang, Lawrence Jun |
collection | PubMed |
description | We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales’ construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs. |
format | Online Article Text |
id | pubmed-10552353 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-105523532023-10-06 Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers Zhang, Lawrence Jun Fathi, Jalil Mohammaddokht, Farnoosh Percept Mot Skills Section III. Peak Performance We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales’ construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs. SAGE Publications 2023-07-03 2023-10 /pmc/articles/PMC10552353/ /pubmed/37395156 http://dx.doi.org/10.1177/00315125231182269 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Section III. Peak Performance Zhang, Lawrence Jun Fathi, Jalil Mohammaddokht, Farnoosh Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers |
title | Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers |
title_full | Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers |
title_fullStr | Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers |
title_full_unstemmed | Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers |
title_short | Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers |
title_sort | predicting teaching enjoyment from teachers’ perceived school climate, self-efficacy, and psychological wellbeing at work: efl teachers |
topic | Section III. Peak Performance |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10552353/ https://www.ncbi.nlm.nih.gov/pubmed/37395156 http://dx.doi.org/10.1177/00315125231182269 |
work_keys_str_mv | AT zhanglawrencejun predictingteachingenjoymentfromteachersperceivedschoolclimateselfefficacyandpsychologicalwellbeingatworkeflteachers AT fathijalil predictingteachingenjoymentfromteachersperceivedschoolclimateselfefficacyandpsychologicalwellbeingatworkeflteachers AT mohammaddokhtfarnoosh predictingteachingenjoymentfromteachersperceivedschoolclimateselfefficacyandpsychologicalwellbeingatworkeflteachers |