Shu Kunyao
North China University of Water Resources and Electric Power, Zhengzhou, China.
Front Psychol. 2022 Apr 26;13:850204. doi: 10.3389/fpsyg.2022.850204. eCollection 2022.
In the field of language-education psychology, the psychology of educators was not at the center of attention to some extent, despite the immense attention given to the psychology of students. Recently, positive psychology has become very important as it puts more emphasis on the constructive dimensions of life and it regards individual well-being as a major problem for individuals' achievement. Since the core of an instructing institution is the educators, their well-being must be prioritized in the academic circumstances to both improve students' skills and to motivate and inspire participation and involvement in the class. Moreover, teacher engagement is viewed as another significant factor in this realm that refers to people's outlook toward their job, impacting their emotional attendance and engagement during their presentation. Also, there is an inner force that pushes educators to put more time and strength in maintaining participation in the school that is called educator commitment that is determined on evolving the school builds an emotive connection between educators and schools. It eventually encourages educators to improve their instructing careers and find ways to create a successful educational setting that would enable learners to attain their goals. In addition, teacher self-efficacy, including educators' convictions in their skill to successfully manage assignments, responsibilities, and difficulties associated with their expert activity, has an important function in affecting key scholastic results in the career setting. By taking the aforementioned constructs, this review of literature provides implications for academics, teachers, and policymakers in search of better considering the functions of commitment and self-efficacy on their work engagement and well-being.
在语言教育心理学领域，尽管对学生心理学给予了极大关注，但教育者心理学在一定程度上并未成为关注的核心。近来，积极心理学变得非常重要，因为它更加强调生活的建设性维度，并将个人幸福视为个人成就的一个主要问题。由于教学机构的核心是教育者，在学术环境中必须优先考虑他们的幸福，以提高学生的技能，并激励和激发他们参与课堂。此外，教师投入被视为该领域的另一个重要因素，它指的是人们对自己工作的看法，会影响他们在授课期间的情感投入和参与度。另外，有一种内在力量促使教育者投入更多时间和精力来维持对学校的参与度，这被称为教育者承诺，它取决于学校的发展，在教育者和学校之间建立一种情感联系。这最终会鼓励教育者提升他们的教学事业，并找到方法来创造一个成功的教育环境，使学习者能够实现他们的目标。此外，教师自我效能感，包括教育者对自己成功管理与专业活动相关的任务、职责和困难的能力的信念，在影响职业环境中的关键学业成果方面具有重要作用。通过考虑上述结构，本文献综述为寻求更好地考虑承诺和自我效能感对其工作投入和幸福的作用的学者、教师和政策制定者提供了启示。
