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Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach
Since teachers and their psychological factors have a significant share of variance in accounting for success in educational contexts, significant number of empirical studies have investigated the associations among intrapsychic variables of teachers. To further examine the inter-connections between...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9160989/ https://www.ncbi.nlm.nih.gov/pubmed/35664188 http://dx.doi.org/10.3389/fpsyg.2022.900417 |
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author | Bing, Hang Sadjadi, Bakhtiar Afzali, Maryam Fathi, Jalil |
author_facet | Bing, Hang Sadjadi, Bakhtiar Afzali, Maryam Fathi, Jalil |
author_sort | Bing, Hang |
collection | PubMed |
description | Since teachers and their psychological factors have a significant share of variance in accounting for success in educational contexts, significant number of empirical studies have investigated the associations among intrapsychic variables of teachers. To further examine the inter-connections between individual teacher constructs in English as a Foreign Language (EFL) contexts, this study explored the role of emotion regulation and teacher self-efficacy in predicting teacher burnout in the Chinese EFL context. In so doing, a sample of 174 EFL teachers completed a survey containing the three valid scales measuring these constructs. Structural Equation Modeling was employed to examine the structural model of the variables under investigation. The findings revealed that teacher self-efficacy accounted for 20% of the variance in burnout, whereas emotion regulation represented 11.2% of the teacher burnout variance. Overall, it was revealed that although both variables exerted a significant unique contribution to teacher burnout, teacher self-efficacy seemed to be a stronger predictor of burnout than emotion regulation of teachers. The results might have remarkable implications for EFL teacher development programs. |
format | Online Article Text |
id | pubmed-9160989 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-91609892022-06-03 Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach Bing, Hang Sadjadi, Bakhtiar Afzali, Maryam Fathi, Jalil Front Psychol Psychology Since teachers and their psychological factors have a significant share of variance in accounting for success in educational contexts, significant number of empirical studies have investigated the associations among intrapsychic variables of teachers. To further examine the inter-connections between individual teacher constructs in English as a Foreign Language (EFL) contexts, this study explored the role of emotion regulation and teacher self-efficacy in predicting teacher burnout in the Chinese EFL context. In so doing, a sample of 174 EFL teachers completed a survey containing the three valid scales measuring these constructs. Structural Equation Modeling was employed to examine the structural model of the variables under investigation. The findings revealed that teacher self-efficacy accounted for 20% of the variance in burnout, whereas emotion regulation represented 11.2% of the teacher burnout variance. Overall, it was revealed that although both variables exerted a significant unique contribution to teacher burnout, teacher self-efficacy seemed to be a stronger predictor of burnout than emotion regulation of teachers. The results might have remarkable implications for EFL teacher development programs. Frontiers Media S.A. 2022-05-19 /pmc/articles/PMC9160989/ /pubmed/35664188 http://dx.doi.org/10.3389/fpsyg.2022.900417 Text en Copyright © 2022 Bing, Sadjadi, Afzali and Fathi. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Bing, Hang Sadjadi, Bakhtiar Afzali, Maryam Fathi, Jalil Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach |
title | Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach |
title_full | Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach |
title_fullStr | Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach |
title_full_unstemmed | Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach |
title_short | Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach |
title_sort | self-efficacy and emotion regulation as predictors of teacher burnout among english as a foreign language teachers: a structural equation modeling approach |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9160989/ https://www.ncbi.nlm.nih.gov/pubmed/35664188 http://dx.doi.org/10.3389/fpsyg.2022.900417 |
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