Prediction of Iranian EFL Teachers’ Work Engagement Through their Cognitive Flexibility
Subject Areas : Journal of Language, Culture, and Translation
1 -
Keywords: cognitive flexibility, work engagement, EFL teachers, Job Demands-Resources model,
Abstract :
This study addressed a gap by assessing levels of cognitive flexibility and work engagement among Iranian EFL teachers, examining their correlation, and determining whether cognitive flexibility predicts work engagement. Using a quantitative correlational design, the study involved 87 Iranian EFL teachers from institutions in Shahreza, Iran. Participants were selected through convenience sampling and had at least one year of teaching experience. Data were collected using the Cognitive Flexibility Inventory (CFI) and the Utrecht Work Engagement Scale (UWES), administered via hardcopy and online surveys. Descriptive statistics, correlation analysis, and regression modeling were employed to analyze the data, ensuring adherence to statistical assumptions. Results indicated that participants exhibited high levels of cognitive flexibility and work engagement, with both constructs significantly exceeding scale midpoints. A positive correlation was found between cognitive flexibility and work engagement, and regression analysis confirmed that cognitive flexibility was a significant predictor of work engagement, explaining a meaningful portion of its variance. These findings contribute to the JD-R model by highlighting cognitive flexibility as a key personal resource for sustaining teacher engagement in high-demand educational contexts. Practical implications suggest that professional development programs should incorporate cognitive flexibility training, and institutional reforms should address systemic challenges to enhance teacher well-being and retention in Iran’s EFL sector.
References:
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Chen, Y., Li, S., & Liu, F. (2023). Cognitive flexibility and work engagement in the IT sector: A longitudinal study. Computers in Human Behavior, 139, 107545. https://doi.org/10.1016/j.chb.2022.107545
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Fathi, J., & Derakhshan, A. (2023). Teacher self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 11(2), 1–18. https://doi.org/10.30466/ijltr.2023.121255
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Han, J., & Park, Y. (2022). Personal resources as buffers against job demands: A meta‐analysis of the job demands–resources model. Applied Psychology, 71(3), 1109–1139. https://doi.org/10.1111/apps.12360
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Rahimi, M., & Asadollahi, F. (2012). EFL teachers’ classroom management orientations: Investigating the role of individual differences and contextual variables. Teaching and Teacher Education, 28(7), 1041–1051. https://doi.org/10.1016/j.tate.2012.05.002
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Amiri, M., & Gharneh, N. S. (2021). Cognitive flexibility and work engagement: The mediating role of problem-solving appraisal in project managers. International Journal of Managing Projects in Business, 14(5), 1129–1147. https://doi.org/10.1108/IJMPB-01-2021-0012
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Bakker, A. B., & Demerouti, E. (2018). Multiple levels in job demands-resources theory: Implications for employee well-being and performance. In Handbook of well-being (pp. 1–13). DEF Publishers.
Barkhuizen, G. (2021). Language teacher educator identity. TESOL Quarterly, 55(1), 271–293.
Derakhshan, A. (2023). The 4Cs of positive psychology in language education. Studies in Second Language Learning and Teaching, 13(2), 321–345.
Borg, S. (2022). Teacher professional development through experiential learning. ELT Journal, 76(2), 231–245. https://doi.org/10.1093/elt/ccab083
Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
Chen, Y., Li, S., & Liu, F. (2023). Cognitive flexibility and work engagement in the IT sector: A longitudinal study. Computers in Human Behavior, 139, 107545. https://doi.org/10.1016/j.chb.2022.107545
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Routledge.
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Darling-Hammond, L. (2023). Developing expert teaching. Educational Researcher, 52(1), 51–61. https://doi.org/10.3102/0013189X221150262
De Bloom, J., Sianoja, M., Korpela, K., Tuomisto, M., Lilja, A., Geurts, S., & Kinnunen, U. (2023). Enhancing cognitive flexibility to increase work engagement: A randomized controlled trial. Journal of Occupational Health Psychology, 28(1), 1–15. https://doi.org/10.1037/ocp0000341
Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241–253. https://doi.org/10.1007/s10608-009-9276-4
Derakhshan, A. (2023). Revisiting research on positive psychology in SLA: The power of positivity. Studies in Second Language Learning and Teaching, 13(1), 13–33. https://doi.org/10.14746/ssllt.33195
Derakhshan, A., Coombe, C., Arabmofrad, A., & Taghizadeh, M. (2022). Investigating the effects of English language teachers' professional identity and autonomy in their success. TESOL Quarterly, 56(4), 1349-1370.
Derakhshan, A., Fathi, J., & Greenier, V. (2023). Emotional and cognitive readiness in EFL teacher resilience. System, 117, 103–119. https://doi.org/10.1016/j.system.2023.103119
Derakhshan, A., Fathi, J., Pawlak, M., & Kruk, M. (2022). Classroom social climate, growth language mindset, and student engagement: The mediating role of boredom in learning English as a foreign language. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2022.2091579
Deutskens, E., Bloemer, J., & Odekerken Schröder, G. (2004). The impact of survey design characteristics on response rates: A meta analysis. Journal of Market Research, 41(1), 95–103. https://doi.org/10.1509/jmkr.41.1.95.25083
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed mode surveys: The tailored design method (4th ed.). Wiley.
Edwards, P. J., Roberts, I., Clarke, M. J., DiGuiseppi, C., Pratap, S., Wentz, R., & Kwan, I. (2009). Methods to increase response to postal and electronic questionnaires. Cochrane Database of Systematic Reviews, (3), MR000008. https://doi.org/10.1002/14651858.MR000008.pub4
Ellis, R. (2024). Task-based language teaching and dynamic skill theory. Cambridge University Press.
Evans, J. R., & Mathur, A. (2018). The value of online surveys: A look back and a look ahead. Internet Research, 28(4), 854–887. https://doi.org/10.1108/IntR 03 2018 0089
Farrell, T. S. C. (2023). Reflective practice in language teaching. Cambridge University Press.
Fathi, J., & Derakhshan, A. (2023). Teacher self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 11(2), 1–18. https://doi.org/10.30466/ijltr.2023.121255
Fathi, J., Derakhshan, A., & Saharkhiz Arabani, A. (2020). Investigating the role of English as a foreign language teachers’ self-efficacy in their self-regulation. Economic Insights: Trends and Challenges, 9(2), 33–44.
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Teacher self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Testing Research, 9(2), 13–37. https://doi.org/10.30466/IJLTR.2021.121043
Fetters, M. D. (2019). The mixed methods research workbook: Activities for designing, implementing, and publishing projects. Sage Publications.
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage Publications.
García-Sierra, R., Fernández-Castro, J., & Martínez-Zaragoza, F. (2021). Work engagement in nursing during the COVID-19 pandemic: The role of cognitive flexibility. Journal of Nursing Management, 29(7), 2141–2149. https://doi.org/10.1111/jonm.13359
Gravetter, F. J., & Wallnau, L. B. (2020). Essentials of statistics for the behavioral sciences (10th ed.). Cengage Learning.
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97, 102446. https://doi.org/10.1016/j.system.2020.102446
Han, J., & Park, Y. (2022). Personal resources as buffers against job demands: A meta‐analysis of the job demands–resources model. Applied Psychology, 71(3), 1109–1139. https://doi.org/10.1111/apps.12360
IBM Corp. (2017). IBM SPSS Statistics for Windows, Version 25.0. IBM Corp.
Israel, M., & Hay, I. (2006). Research ethics for social scientists: Between ethical conduct and regulatory compliance. SAGE Publications.
Johnco, C., Wuthrich, V. M., & Rapee, R. M. (2014). The role of cognitive flexibility in cognitive restructuring skill acquisition and anxiety reduction. Journal of Anxiety Disorders, 28(6), 604–611. https://doi.org/10.1016/j.janxdis.2014.06.008
Johnson, R. B., & Christensen, L. B. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). Sage Publications.
Keith, T. Z. (2019). Multiple regression and beyond: An introduction to multiple regression and structural equation modeling (3rd ed.). Routledge.
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2022). Role of the emotions and classroom environment in willingness to communicate. Studies in Second Language Acquisition, 44(5), 1303–1326. https://doi.org/10.1017/S0272263121000829
Khajavy, G. H., MacIntyre, P. D., & Hariri, J. (2024). Predictors of willingness to communicate in a second language (L2 WTC): A longitudinal investigation in an Iranian EFL context. Language Teaching Research, 28(1), 120–142. https://doi.org/10.1177/13621688211064955
Khatib, M., & Derakhshan, A. (2024). Cultural schemas in L2 teaching cognition. Language Teaching Research. Advance online publication. https://doi.org/10.1177/136216882412300
Kocabas, A., & Uzun, H. (2021). Psychometric evaluation of the Cognitive Flexibility Inventory in a Turkish sample. Turkish Journal of Psychology, 36(2), 123–136. https://doi.org/10.15239/tpd.2021.36302
Leary, M. R. (2019). Introduction to behavioral research methods (7th ed.). Pearson.
Lee, E., & Kim, J. (2023). Cognitive flexibility as a protective factor against burnout and predictor of work engagement among physicians: A cross-sectional study. BMC Health Services Research, 23(1), 345. https://doi.org/10.1186/s12913-023-09320-y
Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76(2), 623–626. https://doi.org/10.2466/pr0.1995.76.2.623
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
Medvedev, O. N., Siegert, E., & Tolkacheva, V. A. (2016). Psychometric properties of the Cognitive Flexibility Inventory in Russian samples. Psychological Reports, 118(1), 89–105. https://doi.org/10.1177/0033294116635173
Mercer, S. (2021). An agenda for well-being in ELT. ELT Journal, 75(4), 407–417.
Mercer, S., & Kostoulas, A. (2023). Language teacher psychology: New perspectives. Multilingual Matters.
Moradi, H., & Abbasian, G. R. (2023). Teacher resilience in the face of constraints: Exploring Iranian EFL teachers’ coping strategies. Teaching and Teacher Education, 124, 104021. https://doi.org/10.1016/j.tate.2023.104021
Munro, B. H. (2005). Statistical methods for health care research (5th ed.). Lippincott Williams & Wilkins.
Nerstad, C. G. L., Richardsen, A. M., & Martinussen, M. (2010). Factorial validity of the Utrecht Work Engagement Scale (UWES) across occupational groups in Norway. Scandinavian Journal of Psychology, 51(3), 237–243. https://doi.org/10.1111/j.1467-9450.2009.00758.x
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Open University Press.
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. https://doi.org/10.1016/j.paid.2017.08.034
Rahimi, M., & Asadollahi, F. (2012). EFL teachers’ classroom management orientations: Investigating the role of individual differences and contextual variables. Teaching and Teacher Education, 28(7), 1041–1051. https://doi.org/10.1016/j.tate.2012.05.002
Sadeghi, K., & Sa'adatpourvahid, M. (2023). Burnout among EFL teachers in Iran: The role of emotional intelligence and coping styles. International Journal of Mental Health Promotion, 25(1), 89–103. https://doi.org/10.32604/ijmhp.2023.025789
Safari, M., & Gorjian, B. (2024). Exploring the relationship between emotional intelligence and burnout among Iranian EFL teachers: The mediating role of job satisfaction. Language Teaching Research Quarterly. Advance online publication. https://doi.org/10.32038/ltrq.2024.38.01
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248
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