The role of resilience and perseverance of effort among Chinese EFL teachers’ work engagement

Jingfeng Qu; Mingzhe Wang; Yihang Xin

doi:10.30827/portalin.vi43.28309

Autores/as

Jingfeng Qu School of Foreign Languages, Henan University, China https://orcid.org/0009-0006-9198-3154
Mingzhe Wang Faculty of Education and Social Work, The University of Auckland (Corresponding author) https://orcid.org/0000-0001-6052-8454
Yihang Xin Faculty of Arts and Social Sciences, Lancaster University https://orcid.org/0000-0001-5672-4452

DOI:

https://doi.org/10.30827/portalin.vi43.28309

Palabras clave:

Profesores de EFL, Perseverancia del esfuerzo, Resiliencia, Inverción laboral

Resumen

La inversión laboral de los profesores se relaciona con resultados positivos en su bienestar laboral. Se ha prestado atención a los predictores de este concepto, considerando su importancia en el ámbito académico. Por ello, este estudio busca examinar los predictores de la inversión laboral en profesores de inglés como lengua extranjera (EFL), teniendo en cuenta su perseverancia y resiliencia. Participaron en el estudio 537 profesores chinos de EFL de diferentes colegios. Se encontró una asociación significativa y directa entre la inversión laboral, la resiliencia y la perseverancia, siendo la resiliencia el mejor predictor. De hecho, los valores indican que alrededor del 76% de los cambios en la inversión laboral pueden ser predichos por la resiliencia, y aproximadamente el 66% por la perseverancia. Los resultados del estudio ofrecen recomendaciones para el desarrollo de la Psicología Positiva y aspectos relacionados, con el objetivo de ayudar a profesores y estudiantes a mejorar su inversión laboral al enfocarse en su resiliencia y perseverancia.

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Biografía del autor/a

Jingfeng Qu, School of Foreign Languages, Henan University, China

Dr. Jingfeng Qu works as an associate professor in English Language and Literature at the School of Foreign Languages, Henan University, China. She obtained her MA degree in 2009 and Ph. D degree in 2014 in English Language and Literature from School of Foreign Languages at Henan University. She paid an academic visit to English Faculty in Cambridge University from 2018 to 2019. Her academic interests include EFL teaching and learning, EFL teachers’ professional development, as well as English literature and translation.

Mingzhe Wang, Faculty of Education and Social Work, The University of Auckland (Corresponding author)

Mr. Mingzhe Wang currently studies at the University of Auckland as a full-time Ph.D. student. He obtained his MSc in Social and Organisational Psychology at the University of Exeter, UK. His current research interest focuses primarily on the possible interaction between metacognition, positive psychology, and English learners’ language learning achievements. Moreover, he also focuses on the research area of English teachers’ professional development. He is invited as a peer reviewer for Frontiers in Psychology (SSCI Q1), Sage Open, PLOS One, and International Journal of Mental Health Promotion.

Yihang Xin, Faculty of Arts and Social Sciences, Lancaster University

Mr. Yihang Xin currently studies at Lancaster University as a full-time Master student. He received two Bachelor of Arts degrees from Wenzheng College of Soochow University and Northern Arizona University. His current research interests are in applied linguistics and the teaching of English as a foreign language.

Citas

FUNDING INFORMATION

The study reported in this paper represents a contribution to the research project (Grant No.: YJS2024AL0850), funded by the Postgraduate Education Reform and Quality Improvement Project of Henan Province, the Education Department Henan Province, China.

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