Exploring the Relationship Among Self-Efficacy, Collective Efficacy, and Psychological Well-Being Among Iranian Efl Teachers

Due to the significance of teachers’ beliefs and individual variables, a bulk of studies has focused on teacher characteristics over the past two decades. as an attempt to further clarify the interplay between teacher-related constructs in english as a foreign language (efl) context, the present study set out to explore the structural model hypothesizing the predictive role of teachers’ self-efficacy and collective teacher efficacy in affecting the psychological well-being of teachers in iranian efl context. in so doing, a sample of 179 english teachers was given the three self-report scales measuring the variables under investigation. the teachers were both male (n=73) and female (n=95) efl practitioners whose age varied from 20 to 43 with their teaching experience varying from 1 to 18 years. as for the statistical analysis, structural equation modelling (sem) was employed to test the fit of the hypothesized model. the results indicated that teacher self-efficacy accounted for 19.8% of the variance while collective teacher efficacy amounted to 11.3% of the variance in psychological well-being. in addition, it was revealed that although both predictors had a unique effect on psychological well-being, teacher self-efficacy was a stronger predictor of psychological well-being than collective teacher efficacy. the results and implications were finally elaborate.

Exploring the Relationship Among Self-Efficacy, Collective Efficacy, and Psychological Well-Being Among Iranian EFL Teachers

Due to the significance of teachers’ beliefs and individual variables, a bulk of studies has focused on teacher characteristics over the past two decades. As an attempt to further clarify the interplay between teacher-related constructs in English as a Foreign Language (EFL) context, the present study set out to explore the structural model hypothesizing the predictive role of teachers’ self-efficacy and collective teacher efficacy in affecting the psychological well-being of teachers in Iranian EFL context. In so doing, a sample of 179 English teachers was given the three self-report scales measuring the variables under investigation. The teachers were both male (N=73) and female (N=95) EFL practitioners whose age varied from 20 to 43 with their teaching experience varying from 1 to 18 years. As for the statistical analysis, Structural Equation Modelling (SEM) was employed to test the fit of the hypothesized model. The results indicated that teacher self-efficacy accounted for 19.8% of the variance while collective teacher efficacy amounted to 11.3% of the variance in psychological well-being. In addition, it was revealed that although both predictors had a unique effect on psychological well-being, teacher self-efficacy was a stronger predictor of psychological well-being than collective teacher efficacy. The results and implications were finally elaborate.