Exploring into the Role of Teachers’ Self-Efficacy and Resilience in IELTS Context: A Qualitative Approach
الموضوعات : Journal of Applied Linguistics Studies
Maryam Talebi
1
,
Nacim Shangarffam
2
,
Behdokht Mall-Amiri
3
1 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Central Tehran branch, Islamic Azad University, Tehran, Iran
3 - Department of English, Central Tehran branch, Islamic Azad University, Tehran, Iran
الکلمات المفتاحية: IELTS teachers, Qualitative, Resilience, Self-efficacy.,
ملخص المقالة :
As teaching is a stimulating activity with its difficulties specifically at higher levels, teachers are exposed to some problems such as burnout and attrition that should be alleviated. Therefore, exploring the factors contributing to the issue might be a warranted research domain. As one of the factors, the resilience of teachers has become a crucial focal point in education, emphasizing the necessity of cultivating the capacity to overcome challenges encountered during the teaching process. Simultaneously, research underscores the pivotal role of instructors' self-efficacy as teacher training programs try their best to train highly competent teachers. In line with this, the current study sought to examine the significance of resilience and self-efficacy among International English Language Testing System (IELTS) teachers. A total of 20 IELTS teachers from Oxford Language Center in Tehran were selected through purposive sampling, and they participated in semi-structured interviews as part of the research investigation. The results through theme analysis demonstrated a substantial positive correlation between self-efficacy and the resilience of IELTS teachers. This paper contributes to the enhancement of self-efficacy and resilience among IELTS teachers. Consequently, the findings offer implications for language stakeholders, urging them to acknowledge and consider the critical role of teacher self-efficacy and resilience in this domain.
Amirian, S. M., & Behshad, A. (2016). Emotional intelligence and self-efficacy of Iranian teachers: a research study on university degree and teaching experience. Journal of Language Teaching and research, 7(3), 548–558. https://doi.org/10.17507/jltr. 0703.16.
Baharloo, A., & Mehrpour, S. (2016). The interplay among self-efficacy, perceptions of instructional supervision, and teaching performance: a case of Iranian EFL teachers. Journal of Modern Research in English Language Studies, 3(1), 130–111.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Bandura, A. (2010). Self-efficacy. In. B. Weiner, & W. E. Craighead (Eds.), The crostini encyclopedia of psychology (pp.1534–1536). Wiley. https://doi.org/10.10, 9780470479216.
Bandura, A. (2011). A social cognitive perspective on positive psychology. Revista de Psicología Social, 26(1), 7-20. doi:10.1174/021347411794078444
Beltman, S., Mans field, C., & Price, A. (2011). Thriving not just surviving: A review of research on resilience. Educational Research Review, 6(3), 185–207. https://doi.org/ 10. 10.1016/j.edurev.2011.09.001
Berg, B. L. (2001). Qualitative research methods for the social sciences. Allyn and Bacon.
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/10.10.1007/s10902–017–99039.
Choi, E., & Lee, J. (2016). Investigating the relationship of target language proficiency and self-efficacy among nonnative EFL teachers. System, 58(2), 49–63. https://doi.org/ 10.10.1016/j. system.2016.02.010.
Creswell, J. W. (2009). Mapping the field of mixed methods research. Journal of Mixed Methods Research, 3(2), 95–108.
Deng, Q., Zheng, B., & Chen, J. (2020). The relationship between personality traits, resilience, school support, and creative teaching in higher school physical education teachers. Frontiers in Psychology, 11(3), 23–97. https://doi.org/10.3389/ fpsyg.2020.568906
Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1–43. https:// doi.org/10.52547/LRR.13.5.1.
Derakhshan, A., Wang, Y.L, Wang, Y.X, & Ortega-Martín, J. L. (2023). Towards innovative research approaches to investigating the role of emotional variables in promoting language teachers’ and learners’ mental health. International Journal of Mental Health Promotion, 25(7), 823–832.
Derakhshan, A., & Fathi, J. (2023). Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: The mediating role of online learning self‑efficacy. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00745-x
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10(2), 1–13. https://doi.org/10.10.3389/fpsyg.2019.02128.
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., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian Journal of Language Teaching Research,9(2), 13–37. https://doi.org/10.0.119.2/ ijltr.2021. 121043.
Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID–19. Frontiers in Psychology, 11, 2396. https://doi.org/10.3389/fpsyg.2020.549653.
Gershenson, S. (2016). Linking teacher quality, student attendance, and student achievement. Education Finance and Policy, 11(2), 125–149. https://doi.org/10. 1162/ EDFP_a_00180.
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10. 10.1080/0141 1926.2011.623152.
Han, Y., & Wang, Y. (2021). Investigating the correlation among Chinese EFL teachers’ self-efficacy, reflection, and work engagement. Frontiers in Psychology, 12. 763234. https://doi.org/10.3389/fpsyg.2021.763234.
Harris, M. (2010). Teacher efficacy beliefs: understanding the relationship between efficacy and achievement in urban elementary schools. University of California, Berkeley.
Hu, Y. L., Ching, G. S., & Chao, P. C. (2012). Taiwan student engagement model: Conceptual framework and overview of psychometric properties. International Journal of Research Studies in Education, 1(1), 69–90. https://doi.org/ 10.10.5861/ ijrse.2012. v1i1.19.
Kavgaci, H. (2022). The relationship between psychological resilience, teachers' self-efficacy and attitudes towards teaching profession: A Path analysis. International Journal of Progressive Education, 18(3), 278–296. https://doi.org/10. 10.29329/ijpe.2022.439.18
Khan, S. (2009). Imperialism of international tests. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 190–205). Multilingual Matters.
Kim, L.E., Jorg, V., & Klassen, R.M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educa-tional Psycholy Review, 31(3), 163–195. https://doi.org/10.1007/s10648-018-9458-2.
Liu, X., & Pei, J. (2023). Effects of IELTS reading education by using new media learning environments effectively. Interactive Learning Environments, 31(8), 4977-4993. https://doi.org/10.1080/10494820. 2021.1990086.
Lodari, Y., & Sabarudin, S. (2018). Grice’s cooperative principal violation in the second presidential debate between Hillar Y Clinton and Donald Trump. Journal of English Education and Teaching, 2(3), 29–39. https://doi.org/10.33369/jeet.2.3.29-39.
Lu, Q., & Mustafa, Z. (2021). Toward the impact of EFL teachers’ self-efficacy and collective efficacy on students’ engagement. Frontiers in Psychology, 12(2),1–10. https://doi.org/10.10.3389/ fpsyg.2021.744586.
MacIntyre, P., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274. https://doi.org/10.10.1111/modl.12544.
Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). Don’t sweat the small stuff: Understanding teacher resilience at the chalk face. Teaching and Teacher Education, 28(3), 357–367. https://doi.org/10.10.1016/j.tate.2011.11.001.
Mehrabian, N., Salehi, H., Tabatabaei, O., & Vahid–Dastjerdi, H. (2022). EFL teachers’ resilience prediction based on academic self-efficacy, problem solving skills, and metacognitive skills. Iranian Evolutionary and Educational Psychology Journal, 4(2), 228–243. https://doi.org/10. 10.52547/ieepj. 4.2.228.
Pena, M., Rey, L., & Extremera, N. (2012). Life satisfaction and engagement in elementary and primary educators: Differences in emotional intelligence and gender. Psychodidactics Magazine, 17(2), 341–360. https://doi.org/10.1387 /Rev.Psicodidact. 4496.
Pishghadam, R., Derakhshan, A., & Zhaleh, K. (2019). The interplay of teacher success, credibility, and stroke with respect to students’ willingness to attend classes. Polish Psychological Bulletin, 50(4), 284–292. https://doi.org/10.24425/ppb.2019.131001.
Razmjoo, S. A., & 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.
Sazideh, K., Afraz. S., & Samimi, F. (2020). The effects of self-efficacy on Iranian EFL teachers’ competency in ELT. Iranian Evolutionary and Educational Psychology, 2(4), 278–293.
Sharma, U., & George, S. (2016). Understanding teacher self-efficacy to teach in inclusive classrooms. In S. Garvin, & D. Pendergast (Eds.), Asia–pacific perspectives on teacher self-efficacy (pp. 37–51). Rotterdam: Sense Publishers.
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.
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67(2), 152–160. https://doi.org/10.10.1016/ j.tate.2017.06.006.
Straus, E., Dev, S. I., & Moore, R. C. (2020). The measurement of resilience and grit: Room for improvement. Psychiatry Research, 285(3), 112791–112791. https://doi.org/10. 1016/j. psych res. 2020. 112791.
Tajeddin, Z., & Khodaverdi, N. (2011). EFL teachers’ efficacy beliefs: Impacts of gender, experience, and educational background. Iranian Journal of Applied Linguistics, 14(1), 159-182.
Talebi, M., Shangarffam, N., & Amiri, B. M. (2023). An Exploration into the Role of IELTS Teachers’ Self-Efficacy and Resilience through a Self-efficacy Teacher Training Workshop. The Journal of English Language Pedagogy and Practice, 15 (31), 223-244. https://doi.org/10.30495/jal.2023.1990469.1502.
Tschannen–Moran, & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education. 23(2), 944–956.
Tschannen–Moran, M., & Hoy, AW. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022). The interplay of EFL teachers’ immunity, work engagement, and psychological well–being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development. https://doi.org/10. 10.1080/01434632.2022.2092625.
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12(2),708490. https://doi.org/10. 10.3389/fpsyg.2021. 708490
Xue, Y. (2022). The role of EFL teachers’ self-efficacy and emotional resilience in appraisal of learners’ success. Frontiers in Psychology, 12(2), 1–10. https://doi.org/10. 10.3389/fpsyg.2021.817388.
Zarei, A. A., & Naghdi, F. (2017). Sources of self–efficacy as predictors of EFL learners’ course performance. European Online Journal of Natural and Social Sciences, 6(1), 56–68.
Zhou, Y., Chen, S., Deng, X., Wang, S., & Shi, L. (2023). Self–efficacy and career resilience: The mediating role of professional identity and work passion in kindergarten teachers. Journal of Psychology in Africa, 33(2), 165–170. https://doi.org/10.10. 1080/14330 2 37. 2023.2207052
