Language Teacher Professional Identity: The Mediator Role of L2 Grit, Critical Thinking, Resilience, and Self-efficacy Beliefs

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Namaziandost Ehsan; Heydarnejad Tahereh; Saeedian Abdulbaset

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Journal Paper

Paper Information

Journal: Iranian Journal of Applied Language Studies Year:2022 | Volume:14 | Issue:2 Page(s): 107-130

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Information Journal Paper

Title

Language Teacher Professional Identity: The Mediator Role of L2 Grit, Critical Thinking, Resilience, and Self-efficacy Beliefs

Author(s)

Namaziandost Ehsan | Heydarnejad Tahereh | Saeedian Abdulbaset | Issue Writer Certificate

Keywords

teacher professional identityQ4

l2 teacher gritQ4

critical thinkingQ4

teacher resilienceQ4

teacher self-efficacy beliefsQ4

EFL teachersQ4

Abstract

The teacher’s professional identity (TPI) defines their perception of how to behave in their teaching profession, and it may have a significant role in determining their place in educational advancement. Yet, the moderator influence of l2 teacher grit (L2TG), critical thinking (CT), teacher resilience (TR), and teacher self-efficacy beliefs (TS-EB) on TPI has not been extensively documented in the literature. To fill this lacuna, this study developed a model to show the interplay between TPI, L2TG, CT, TR, and TS-EB. The Teacher’s Professional Identity Scale (TPIS), the L2-teacher Grit Scale (L2TGS), the Watson–Glaser critical thinking Appraisal Form (WGCTAF), the teacher resilience Scale (TRS), and the Teacher Sense of Efficacy Scale (TS-ES) were given to 437 English as a foreign language (EFL) teachers for the intention of collecting this data. Following the findings of Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM), L2TG, CT, TR, and TS-EB can enhance TPI among EFL teachers. Finally, the implications and future direction were offered to enthusiastic educators and researchers which may enhance their awareness of the link between TPI, L2TG, CT, TR, and TS-EB and the way it can generate great results for the educational system.

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