Exploring the predictive power of EFL teachers’ work engagement and buoyancy in their professional development

XIAOJUAN ZHANG; LEI YANG; ANNA LIA PROIETTI ERGÜN

doi:10.30827/portalin.vi2023c.29634

Autores/as

XIAOJUAN ZHANG HOHHOT MINZU COLLEGE, CHINA
LEI YANG INNER MONGOLIA UNIVERSITY, CHINA (Corresponding author) https://orcid.org/0009-0004-5275-1903
ANNA LIA PROIETTI ERGÜN YILDIZ TECHNICAL UNIVERSITY, TURKEY https://orcid.org/0000-0002-1544-0135

DOI:

https://doi.org/10.30827/portalin.vi2023c.29634

Palabras clave:

Profesores de EFL, Compromiso laboral, Resiliencia, Desarrollo profesional, SEM, Psicología positive

Resumen

Las complejidades y los constantes cambios en las tendencias de enseñanza del idioma inglés exigen que los profesores trabajen continuamente en su conocimiento pedagógico y habilidades. Estas mejoras se obtienen mejor a través de programas de desarrollo profesional. Sin embargo, el papel de las emociones de los profesores en dichos programas ha quedado sin abordar. Para abordar esta brecha, este estudio investigó el papel predictivo del compromiso laboral y la resiliencia de los profesores de segunda lengua (L2) en el desarrollo profesional. Un total de 348 profesores chinos participaron en tres encuestas en línea. Los resultados del modelo de ecuaciones estructurales (SEM) y los análisis de regresión indicaron que tanto la dedicación laboral como la resiliencia pueden predecir el desarrollo profesional de los profesores de L2. Específicamente, el estudio descubrió que aproximadamente el 68% y el 61% de las variaciones en el desarrollo profesional de los profesores pueden ser respectivamente predichas por el compromiso laboral y la resiliencia. Este estudio es transcendental para la enseñanza de L2 y la formación de profesores, ya que aboga por la integración de las emociones en el desarrollo profesional y la pedagogía de los profesores.

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Biografía del autor/a

LEI YANG, INNER MONGOLIA UNIVERSITY, CHINA (Corresponding author)

CORRESPONDING AUTHOR

Citas

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