El papel predictivo de la autoeficacia y la perseverancia de los profesores de EFL/ESL en su desarrollo profesional
DOI:
https://doi.org/10.30827/portalin.vi42.27900Palabras clave:
Desarrollo Profesional de los Docentes, Autoeficacia de los Docentes, Persistencia, EFL los profesores, Psicología PositivaResumen
En las últimas décadas, el desarrollo profesional de los docentes (TPD) ha sido objeto de mucha investigación. En el contexto del inglés como lengua extranjera, sus características, dimensiones, mediciones y resultados han sido ampliamente estudiados. Sin embargo, el papel de los factores psicoemocionales en el proceso de TPD se ha pasado por alto, especialmente cuando se trata de factores demográficos. Para llenar este vacío, este estudio cuantitativo examinó el papel predictivo de la autoeficacia y la perseverancia de los maestros en el desarrollo profesional de los profesores de inglés chinos. Tres cuestionarios en línea fueron completados por 305 profesores de inglés chino de diferentes orígenes. Los resultados del modelo de ecuaciones estructurales y los pesos de regresión estandarizados revelaron fuertes vínculos entre los factores demográficos (género, educación, experiencia) y TDP. Además, la autoeficacia y la perseverancia juntos podrían predecir el 78% y el 43% de los cambios en el desarrollo profesional de los profesores de inglés en China. Al final del estudio, los autores ofrecen a los futuros investigadores y profesores de inglés algunas ideas para aumentar su comprensión de los factores psicológicos-emocionales.
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