Investigating a Structural Model of Self-Efficacy, Collective Efficacy, and Psychological Well-Being among Iranian EFL Teachers

Document Type : Research Paper

Authors

1 Department of English Language and Literature, Faculty of Humanities and Social Sciences,University of Kurdistan, Sanandaj, Iran

2 Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran

3 Department of English Language and Literature, Faculty of Humanities and Social Sciences, Rasht Branch, Islamic Azad University, Rasht, Iran

Abstract

Due to the significance of teachers’ beliefs and individual variables, a bulk of studies has focused on teacher characteristics over the past two decades. As an attempt to further clarify the interplay between teacher-related constructs in English as a Foreign Language (EFL) context, the present study set out to explore the structural model hypothesizing the predictive role of teachers’ self-efficacy and collective teacher efficacy in affecting the psychological well-being of teachers in Iranian EFL context. In so doing, a sample of 179 English teachers was given the three self-report scales measuring the variables under investigation. As for the statistical analysis, Structural Equation Modeling (SEM) was employed to test the fit of the hypothesized model. The results indicated that teacher self-efficacy accounted for 19.8% of the variance while collective teacher efficacy amounted to 11.3% of the variance in psychological well-being. In addition, it was revealed that although both predictors had a unique effect on psychological well-being, teacher self-efficacy was a stronger predictor of psychological well-being than collective teacher efficacy. The results and implications are finally elaborated.

Keywords

References

Akbari, R., & Moradkhani, S. (2010). Iranian English teacher’s self-efficacy: Do academic degree and experience make a difference?. Pazhuhesh-e Zabanha-ye Khareji, 56, 25-47
Alibakhshi, G., Farahzadi, S., & Karimi, A. (2019). On the relationship between Iranian EFL teachers’ quality of work life and their teaching efficacy. Iranian Journal of Applied Language Studies, 11(1), 1-24.
Al-Mahdy Y. F. H., Emam, M. M., & Hallinger, P. (2018). Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman. Teaching and Teacher Education, 69, 191-201.
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101-126.
Badri, M. A., Mohaidat, J., Ferrandino, V., & EI Mourad, T. (2013). The social cognitive model of job satisfaction among teachers: Testing and validation. International Journal of Educational Research, 57, 12-24.  https://doi.org/10.1016/j.ijer.2012.10.007
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
Bandura, A. (1997). Self-efficacy: The exercise of control. NY: Henry Holt & Co.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180.
Bates, A. B., Latham, N., & Kim, J. A. (2011). Linking preservice teachers’ mathematics Self‐Efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325-333.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2005). Teacher cognition in language teaching. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 190-209). Palgrave Macmillan.
Borg, M. G., & Riding, R. J. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17(3), 263-281.
Byrne, B. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming (6th Ed.). Taylor & Francis Group.
Dagenais-Desmarais, V., & Savoie, A. (2012). What is psychological well-being, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies, 13(4), 659-684.
Densten, I. L. (2005). The relationship between visioning behaviors of leaders and follower burnout. British Journal of Management, 16(2), 105-118.
Derakhshan, A., Coombe, C., Arabmofrad, A., & Taghizadeh, M. (2020). Investigating the effects of English language teachers’ professional identity and autonomy in their success. Issues in Language Teaching, 9(1), 1-28.
Donohoo, J.  (2018). Collective teacher efficacy research:  Productive patterns of behavior and other positive consequences. Journal of Educational Change, 3, 1-23.
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.
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.
Fathi, J., & Savadi Rostami, E. (2018). Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL teachers: The mediating role of teaching commitment. Journal of Teaching Language Skills, 37(2), 33-64.
Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675-686.
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.
Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship
between teacher and collective efficacy in urban schools. Teacher and Teacher Education, 17(7), 807-818.
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.
Goldman, S. A., & Kearns, M. J. (1995). On the complexity of teaching. Journal of Computer and System Sciences, 50(1), 20-31.
Helms-Lorenz, M., & Maulana, R. (2016). Influencing the psychological well-being of beginning teachers across three years of teaching: Self-efficacy, stress causes, job tension and job discontent. Educational Psychology, 36(3), 569-594.
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.
Huang, S., Yin, H., & Lv, L. (2019). Job characteristics and teacher well-being: The mediation of teacher self-monitoring and teacher self-efficacy. Educational Psychology, 39(3), 313-331.
Huppert, F. A. (2009). Psychological well-being: Evidence regarding its causes and consequences. Applied Psychology: Health and Well-being, 1, 137-164.
Kennedy, S. Y., & Smith, J. B. (2013). The relationship between school collective reflective practice and teacher physiological efficacy sources. Teaching and
Teacher Education, 29, 132-143.
Kidger, J., Brockman, R., Tilling, K., Campbell, R., Ford, T., Araya, R., & Gunnell, D. (2016). Teachers’ wellbeing and depressive symptoms, and associated risk factors: A large cross sectional study in English secondary schools. Journal of Affective Disorders, 192, 76-82.
Kim, L. E., Jorg, V., & 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.
Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31(7), 843-856.
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.
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.
Lee, J., 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.
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.
Liu, S.H. (2016). Teacher education programs, field-based practicums, and psychological factors of the implementation of technology by pre-service teachers. Australasian Journal of Educational Technology, 32(3), 65-79.
Liu, S. H., & Onwuegbuzie, A.J. (2012). Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53, 160-170. https://doi.org/10.1016/j.ijer.2012.03.006
Malmir, A., Mohammadi, P. (2018). Teachers’ reflective teaching and self-efficacy as predicators of their professional success: A case of Iranian EFL teachers. Research in English Language Pedagogy (RELP), 6(1), 117-138.
Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218-227.
Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111(2), 331-343.
McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158. https://doi.org/10.1016/j.tate.2017.12.020
Miller, A. D., Ramirez, E. M., & Murdock, T. B. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269.
Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL teachers’ reflective practices and self-efficacy: Exploring possible relationships. System, 65, 1-14.
Morin, A. J., Meyer, J. P., Creusier, J., & Biétry, F. (2016). Multiple-group analysis of similarity in latent profile solutions. Organizational Research Methods, 19(2), 231-254.
Nayernia, A., Taghizadeh, M., & Farsani, M. A. (2020). EFL teachers’ credibility, nonverbal immediacy, and perceived success: A structural equation modelling approach. Cogent Education, 7(1), 1774099.
Ninković, S. R., & Knežević Florić, O. Č. (2018). Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy. Educational Management Administration & Leadership, 46(1), 49-64.
Perera, H. N., Calkins, C., & Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203.
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.
Razmjoo, S., Ayoobiyan, H. (2019). On the relationship between teacher resilience and self- efficacy: The case of Iranian EFL teachers. Journal of English Language Teaching and Learning, 11(23), 277-292.
Ross, J. A., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101, 50-66.
Safari, I., Davaribina, M., & Khoshnevis, I. (2020). The influence of EFL teachers’ self-efficacy, job satisfaction and reflective thinking on their professional development: A structural equation modeling. Journal on Efficiency and Responsibility in Education and Science, 13(1), 27-40.
Saghaieh Bolghari, M., Birjandi, P., & Maftoon, P. (2017). Iranian EFL learners’ perception of the efficacy of activity theory-based reading comprehension. Iranian Journal of Applied Language Studies, 9(2), 139-172.
Salehizadeh, S., Shabani, M., & Malmir, A. (2020). Professionalism: The perceptions of Iranian English teachers of competence and performance in language teaching. Iranian Journal of English for Academic Purposes, 9(1), 1-14.
Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that’s the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress, and Coping, 20(2), 177-196.
Schroeder, N. L., & Adesope, O. (2014). A systematic review of pedagogical       agents’ persona, motivation, and cognitive load implications for learners. Journal of Research on Technology in Education, 46(3), 229-251.
Schwarzer, R., & Hallum, S. (2008). Perceived teacher self‐efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171.
Seifalian, M., & Derakhshan, A. (2018). The relationship between Iranian EFL teachers’ burnout and self-efficacy across English-related vs. non-English-related academic degrees. International Journal of English Language & Translation Studies, 6(2), 99-110.
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.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.
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.
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1798.
Sisask, M., Värnik, P., Värnik, A., Apter, A., Balazs, J., Balint, M., ... & Feldman, D. (2014). Teacher satisfaction with school and psychological well-being affects their readiness to help children with mental health problems. Health Education Journal, 73(4), 382-393.
Stipek, D. (2012). Context matters: Effects of student characteristics and perceived administrative and parental support on teacher self-efficacy. The Elementary School Journal, 112(4), 590-606.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education, 33(3), 225-233.
Weiss, L. A., Westerhof, G. J., & Bohlmeijer, E.T. (2016). Can we increase psychological well-being? The effects of interventions on psychological well-being: A meta-analysis of randomized controlled trials. PLoS ONE, 11(6), 1-16.
Zakeri, A., Rahmany, R., & Labone, E. (2016). Teachers’ self-and collective efficacy: The case of novice English language teachers. Journal of Language Teaching and Research, 7(1), 158-167.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
Iranian Journal of Applied Language Studies
Volume 12, Issue 1
Spring 2020
Pages 123-150

Files

Share

How to cite

Statistics