A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape.
EFL teachers
Emotion regulation
Immunity
Professional identity
Teacher autonomy
Work motivation
Journal
BMC psychology
ISSN: 2050-7283
Titre abrégé: BMC Psychol
Pays: England
ID NLM: 101627676
Informations de publication
Date de publication:
22 Jan 2024
22 Jan 2024
Historique:
received:
08
12
2023
accepted:
18
01
2024
medline:
23
1
2024
pubmed:
23
1
2024
entrez:
23
1
2024
Statut:
epublish
Résumé
The literature has widely recognized the significance of examining the influence of teacher professional identity (TPI), teacher autonomy (TA), and teacher work motivation (TWM) on teacher well-being. However, there is a noticeable gap in the research regarding the role of teacher immunity (TI) and teacher emotion regulation (TER) in TPI, TA, TWM among English as a foreign language (EFL) teachers. In light of this gap, the present study aimed to investigate the association between TI and TER with TPI, TA, and TWM of EFL teachers. A sample of 433 EFL teachers completed the Language Teacher Immunity Instrument, the Language Teacher Emotion Regulation Inventory, the Teacher Professional Identity Scale, the Teacher Autonomy Questionnaire, and the Multidimensional Work Motivation Scale. The Confirmatory Factor Analysis and Structural Equation Modeling were conducted to analyze the data. Findings disclosed that TI and TER were strong predictor of TPI, TA, and TWM among the EFL teachers. The study concludes by offering some pedagogical implications for different stakeholders and discussing potential areas of research that can be developed based on the findings.
Identifiants
pubmed: 38254243
doi: 10.1186/s40359-024-01544-9
pii: 10.1186/s40359-024-01544-9
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
43Informations de copyright
© 2024. The Author(s).
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