Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Department of English Language Teaching, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
BMC Psychol. 2024 Jan 22;12(1):43. doi: 10.1186/s40359-024-01544-9.
The literature has widely recognized the significance of examining the influence of teacher professional identity (TPI), teacher autonomy (TA), and teacher work motivation (TWM) on teacher well-being. However, there is a noticeable gap in the research regarding the role of teacher immunity (TI) and teacher emotion regulation (TER) in TPI, TA, TWM among English as a foreign language (EFL) teachers. In light of this gap, the present study aimed to investigate the association between TI and TER with TPI, TA, and TWM of EFL teachers. A sample of 433 EFL teachers completed the Language Teacher Immunity Instrument, the Language Teacher Emotion Regulation Inventory, the Teacher Professional Identity Scale, the Teacher Autonomy Questionnaire, and the Multidimensional Work Motivation Scale. The Confirmatory Factor Analysis and Structural Equation Modeling were conducted to analyze the data. Findings disclosed that TI and TER were strong predictor of TPI, TA, and TWM among the EFL teachers. The study concludes by offering some pedagogical implications for different stakeholders and discussing potential areas of research that can be developed based on the findings.
文献广泛认识到考察教师专业身份（TPI）、教师自主性（TA）和教师工作动机（TWM）对教师幸福感的影响的重要性。然而，关于英语作为外语（EFL）教师的 TPI、TA、TWM 中教师免疫力（TI）和教师情绪调节（TER）的作用的研究存在明显的差距。鉴于这一差距，本研究旨在调查 EFL 教师的 TI 和 TER 与 TPI、TA 和 TWM 之间的关联。433 名 EFL 教师完成了语言教师免疫力量表、语言教师情绪调节量表、教师专业身份量表、教师自主性问卷和多维工作动机量表。采用验证性因素分析和结构方程模型对数据进行分析。研究结果表明，TI 和 TER 是 EFL 教师 TPI、TA 和 TWM 的强有力预测因素。该研究最后为不同利益相关者提供了一些教学启示，并根据研究结果讨论了可以进一步发展的潜在研究领域。
