Kong Xiansui
School of Foreign Languages, Shandong University of Finance and Economics, Jinan, China.
Front Psychol. 2021 Nov 4;12:788756. doi: 10.3389/fpsyg.2021.788756. eCollection 2021.
Work engagement is widely acknowledged as an influential element in teachers' professional success; thus, remarkable attention has been paid to the physical and psychological predictors of this construct. Yet, the antecedents of English as a foreign language (EFL) teachers' work engagement have rarely been studied. To narrow the existing gap, the current inquiry aimed to delve into the psychological determinants of teacher work engagement by scrutinizing the role of psychological well-being and self-efficacy in Chinese EFL teachers' engagement. To this end, three close-ended questionnaires were given to 304 Chinese EFL teachers WeChat messenger. Conducting correlational analyses, positive and substantial relationships were discovered between psychological well-being, self-efficacy, and teaching engagement. The function that psychological well-being and self-efficacy may serve in Chinese EFL teachers' engagement was also assessed using path analysis. Chinese EFL teachers' work engagement was found to be considerably affected by their sense of efficacy and well-being. Some pedagogical implications that might be noteworthy for teachers and institutional administrators are finally discussed.
工作投入被广泛认为是教师职业成功的一个有影响力的因素；因此，人们对这一概念的身体和心理预测因素给予了极大关注。然而，外语教师工作投入的前因却很少被研究。为了缩小现有差距，当前的研究旨在通过审视幸福感和自我效能感在中国英语教师工作投入中的作用，深入探究教师工作投入的心理决定因素。为此，通过微信向304名中国英语教师发放了三份封闭式问卷。进行相关分析后，发现幸福感、自我效能感和教学投入之间存在积极且显著的关系。还使用路径分析评估了幸福感和自我效能感在中国英语教师工作投入中可能发挥的作用。研究发现，中国英语教师的工作投入受到他们的效能感和幸福感的显著影响。最后讨论了一些可能对教师和机构管理人员值得注意的教学启示。
