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Predicting Teaching Enjoyment from Teachers' Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers.
- Source :
- Perceptual & Motor Skills; Oct2023, Vol. 130 Issue 5, p2269-2299, 31p
- Publication Year :
- 2023
-
Abstract
- We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales' construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs. [ABSTRACT FROM AUTHOR]
- Subjects :
- WELL-being
SCHOOL environment
STRUCTURAL equation modeling
RESEARCH evaluation
CONFIDENCE intervals
WORK
MATHEMATICAL models
MOTIVATION (Psychology)
COLLEGE teacher attitudes
PSYCHOLOGY of teachers
MENTAL health
GOODNESS-of-fit tests
SELF-efficacy
MULTITRAIT multimethod techniques
CONCEPTUAL structures
ENGLISH as a foreign language
EXPERIENTIAL learning
QUESTIONNAIRES
FACTOR analysis
THEORY
JOB satisfaction
SCALE analysis (Psychology)
COMMITMENT (Psychology)
STATISTICAL sampling
DATA analysis software
EMPLOYEE retention
Subjects
Details
- Language :
- English
- ISSN :
- 00315125
- Volume :
- 130
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- Perceptual & Motor Skills
- Publication Type :
- Academic Journal
- Accession number :
- 172824990
- Full Text :
- https://doi.org/10.1177/00315125231182269