collective teacher efficacy, teacher self-efficacy, and job satisfaction among iranian efl teachers: the mediating role of teaching commitment

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.