Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers

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Fathi Jalil; DERAKHSHAN ALI

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Journal Paper

Paper Information

Journal: TEACHING ENGLISH LANGUAGE (TEACHING ENGLISH LANGUAGE AND LITERATURE SOCIETY OF IRAN) Year:2019 | Volume:13 | Issue:2 Page(s): 117-143

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Information Journal Paper

Title

Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers

Author(s)

Fathi Jalil | DERAKHSHAN ALI | Issue Writer Certificate

Keywords

Emotional Regulation

EFL Teachers

Teacher Efficacy

Teaching Stress

Structural Equation Modeling

Abstract

As it has been revealed that characteristics of teachers and their psychological factors have a significant share of variance in affecting teacher performance, a bulk of empirical studies have been conducted to investigate factors related to teachers and their interrelationships. As an attempt to shed more light on the relationships among teacher psychological factors in English as a Foreign Language (EFL) context, this study examined the role of teacher self-efficacy and Emotional Regulation as predictors of Teaching Stress among Iranian EFL Teachers. In so doing, a sample of 256 teachers completed three questionnaires measuring these constructs. Structural Equation Modeling was employed to test the hypothesized relationships among the variables. The findings revealed that Emotional Regulation accounted for 14. 2% of the variance and teacher self-efficacy accounted for 22. 1% of the variance in Teaching Stress. Although each of the two variables had a unique effect on Teaching Stress, teacher self-efficacy outweighed Emotional Regulation in predicting Teaching Stress. Finally, the practical implications of the results were discussed.

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APA: Copy

Fathi, Jalil, & DERAKHSHAN, ALI. (2019). Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers. TEACHING ENGLISH LANGUAGE (TEACHING ENGLISH LANGUAGE AND LITERATURE SOCIETY OF IRAN), 13(2), 117-143. SID. https://sid.ir/paper/975867/en

Vancouver: Copy

Fathi Jalil, DERAKHSHAN ALI. Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers. TEACHING ENGLISH LANGUAGE (TEACHING ENGLISH LANGUAGE AND LITERATURE SOCIETY OF IRAN)[Internet]. 2019;13(2):117-143. Available from: https://sid.ir/paper/975867/en

IEEE: Copy

Jalil Fathi, and ALI DERAKHSHAN, “Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers,” TEACHING ENGLISH LANGUAGE (TEACHING ENGLISH LANGUAGE AND LITERATURE SOCIETY OF IRAN), vol. 13, no. 2, pp. 117–143, 2019, [Online]. Available: https://sid.ir/paper/975867/en

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