Bing Hang, Sadjadi Bakhtiar, Afzali Maryam, Fathi Jalil
School of Marxism, Nanjing Xiaozhuang University, Nanjing, China.
Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran.
Front Psychol. 2022 May 19;13:900417. doi: 10.3389/fpsyg.2022.900417. eCollection 2022.
Since teachers and their psychological factors have a significant share of variance in accounting for success in educational contexts, significant number of empirical studies have investigated the associations among intrapsychic variables of teachers. To further examine the inter-connections between individual teacher constructs in English as a Foreign Language (EFL) contexts, this study explored the role of emotion regulation and teacher self-efficacy in predicting teacher burnout in the Chinese EFL context. In so doing, a sample of 174 EFL teachers completed a survey containing the three valid scales measuring these constructs. Structural Equation Modeling was employed to examine the structural model of the variables under investigation. The findings revealed that teacher self-efficacy accounted for 20% of the variance in burnout, whereas emotion regulation represented 11.2% of the teacher burnout variance. Overall, it was revealed that although both variables exerted a significant unique contribution to teacher burnout, teacher self-efficacy seemed to be a stronger predictor of burnout than emotion regulation of teachers. The results might have remarkable implications for EFL teacher development programs.
由于教师及其心理因素在教育环境中成功的差异解释中占很大比例，大量实证研究调查了教师内部心理变量之间的关联。为了进一步探究在外语教学（EFL）环境中个体教师结构之间的相互联系，本研究探讨了情绪调节和教师自我效能感在中国EFL环境中预测教师职业倦怠的作用。在此过程中，174名EFL教师的样本完成了一项包含测量这些结构的三个有效量表的调查。采用结构方程模型来检验所调查变量的结构模型。研究结果表明，教师自我效能感占职业倦怠方差的20%，而情绪调节占教师职业倦怠方差的11.2%。总体而言，研究表明，尽管这两个变量对教师职业倦怠都有显著的独特贡献，但教师自我效能感似乎比教师的情绪调节更能预测职业倦怠。这些结果可能对EFL教师发展项目具有显著意义。
