The interplay between EFL teachers' self-efficacy, emotion regulation, and perceived professional success

Ali Arabmofrad; Farzaneh Shakki

doi:10.30827/portalin.vi44.31897

Authors

Ali Arabmofrad Golestan University, Iran (Corresponding author)
Farzaneh Shakki Golestan University, Iran https://orcid.org/0000-0002-2253-0876

DOI:

https://doi.org/10.30827/portalin.vi44.31897

Keywords:

Teachers' Self-efficacy, Teachers' Emotion Regulation, Teachers' Perceived Professional Success

Abstract

There has been abundant research concerning teachers’ emotions in English teaching and learning contexts. However, the interplay between self-efficacy, emotion regulation, and perceived professional success of English language teachers has received scant attention so far. The current research aims to scrutinize whether self-efficacy and emotion regulation can be a predictor of perceived professional success of the teachers. To this end, 364 teachers aged between 22 and 47 from different universities in Iran were asked to fill out the self-efficacy, emotion regulation, and characteristics of successful teachers questionnaires. The correlation between the three variables, self-efficacy, emotion regulation, and professional success, was analyzed through Structural Equation Modeling (SEM) analysis. Significant correlations between professional success and self-efficacy, as well as professional success and emotion regulation was reported after data analysis. There was also a moderate and significant correlation between self-efficacy and emotion regulation. It is revealed that self-efficacy and emotion regulation play pivotal roles in achieving success and a sense of well-being for teachers, and this association is not limited to academic performances. This study offers some implications for both teachers and researchers who are interested in positive psychology and emotional variables.

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Author Biographies

Ali Arabmofrad, Golestan University, Iran (Corresponding author)

Assistant Professor at Golestan University in Gorgan, Iran. He received his PhD in TEFL from University of Tehran, Iran in 2014. He has published a number of articles both in national and international journals (Reading & Writing Quarterly, English Teaching & Learning, Journal of Research in Childhood Education, Journal of Psycholinguistic Research, etc.). His areas of interest include psycholinguistics, pragmatics and first language acquisition.

Farzaneh Shakki, Golestan University, Iran

Postdoctoral Researcher at the English Language and Literature Department, Golestan University, Gorgan, Iran. She gained her MA in Teaching English as a Foreign Language (TEFL) and her PhD in Applied Linguistics. She has published in both accredited international journals (System, International Journal of Applied Linguistics, Frontiers in Psychology, etc.) and various local journals. Her research interests are interlanguage pragmatics, teacher education, dynamic assessment, and educational psychology.

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