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Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 2، دوره 37، شماره 2، مهر 2018، صفحه 33-64 اصل مقاله (813.59 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2019.30729.2572 | ||
| نویسندگان | ||
| Jalil Fathi* ؛ Elaheh Savadi Rostami | ||
| University of Kurdistan | ||
| چکیده | ||
| A significant research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in second language classrooms. As a result, teacher-related variables have enjoyed much research attention over the recent decades in both mainstream education and English Language Teaching (ELT). Likewise, the present study was set to test a structural model of collective teacher efficacy, teacher self-efficacy, job satisfaction, and teaching commitment, and specifically to examine the hypothesis that teaching commitment mediates the effects of collective teacher efficacy and teacher self-efficacy on job satisfaction. Using a sample of 312 Iranian EFL teachers, structural equation modeling (SEM) was conducted to establish the structural model. The findings of a confirmatory factor analysis (CFA) confirmed the fitness of both the employed scales and the structural model. The findings and implications of the present study are finally discussed. | ||
| کلیدواژهها | ||
| Collective teacher efficacy؛ teacher self-efficacy؛ job satisfaction؛ teaching commitment؛ EFL teachers | ||
| مراجع | ||
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