Predicting Teaching Enjoyment from Teachers' Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers

Teaching for creativity (TfC) has recently received increased attention in English-as-a-foreign-language (EFL) contexts. Previous studies confirmed that TfC links with achievement emotions (AEs) in this context. Additionally, a supportive work environment (SWE) has been shown to be associated with AEs. However, relationships among all three variables - SWE, AEs, and TfC - have not been adequately explored in EFL contexts, nor have the underlying bases for these links been elucidated. In this study, we adopted a mixed-methods approach to investigate the complex associations between SWE, AEs (anxiety, pride, enjoyment, and anger), and TfC as perceived by 441 Chinese EFL teachers. Quantitative results revealed that SWE, four AEs, and TfC were significantly correlated, with small to large effect sizes. Furthermore, the four AEs collectively mediated the relationship between SWE and TfC in our structural equation model. Qualitative interviews with 15 EFL teachers provided nuanced insights into possible reasons for these statistical patterns. We discuss the theoretical and pedagogical implications of these findings and suggest directions for future research.

Assessing EFL (English as Foreign Language) Education for Sustainable Development: Exploring the Cultural Teaching Literature

Cultural teaching is the underlying core component of English as Foreign Language (EFL) education. Although the previous literature has intensely studied this theme, a comprehensive bibliometric analysis of research characteristics and trends in this field is still lacking regarding cultural teaching in EFL education. This study aims to explore the research distribution, research hot topics, and research the trends of EFL cultural teaching by conducting a bibliometric analysis of 358 articles on Web of Science using CiteSpace. The analysis leads to the following three findings: (a) The countries that teach EFL prevail in terms of number of publications but lag behind in terms of research influence, and a global academic community has not taken shape. (b) Interculturality is the central theme, encompassing a range of related topics such as intercultural competence, intercultural communication, and cultural awareness, with key teachers, learners, and textbooks as research perspectives. (c) Multilingual turn has emerged as a prominent new trend, which emphasizes the importance of cultural diversity and pays more attention to source/native languages and cultures. Furthermore, possible measures of promoting interculturality were discussed on the basis of relevant literature studies. In addition, scholars are suggested to pay more academic attention to the research and practices of EFL countries.

Relationships between Self-Efficacy and Teachers' Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience

Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact on language teaching within the context of middle school education. In this sense, this study employs a mixed-methods research design, selecting 375 Chinese middle school English teachers to investigate the roles of teaching satisfaction and resilience in the relationship between self-efficacy and teachers' well-being. A structural equation modeling approach and NVivo were utilized to analyze quantitative data and qualitative data, respectively. Quantitative results reveal that both teaching satisfaction and resilience mediate the relationship between self-efficacy and teachers' well-being. Qualitative interviews reveal that teaching satisfaction primarily enhances job commitment, reduces job stress, improves student relationships, and increases professional growth. Meanwhile, resilience plays a crucial role in stress management, positive adaptation, and emotional regulation. This research offers insightful implications for improving teachers' well-being and contributes significantly to the broader discourse on foreign language teacher education.

Exploring the Impact of a Supportive Work Environment on Chinese L2 Teachers' Emotions: A Partial Least Squares-SEM Approach

Second language (L2) teachers' emotions can influence their well-being and students' performance. However, most of the existing studies have focused on the role of individual factors in affecting L2 teachers' emotions, while leaving environmental factors underexplored. To fill this gap, this study aimed to examine how the four dimensions of a supportive work environment (SWE) (perceived climate, PC; supervisory relationship, SR; peer group interaction, PGI; and perceived organization support, POS) relate to L2 teachers' emotions (enjoyment, anxiety, pride, and anger). A sample of 406 Chinese L2 teachers completed two valid scales to measure their SWE and emotions. The data were analyzed by Partial Least Squares-Structural Equation Modeling (SEM) using Smart PLS 3 software. The results showed that (1) PC, PGI, and POS had a positive and significant effect on enjoyment, while SR had no significant effect; (2) PGI and POS had a negative and significant effect on anxiety, while PC and SR had no significant effect; (3) PGI had a positive and significant effect on pride, while the other three dimensions had no significant effect; and (4) POS had a negative and significant effect on anger, while the other three dimensions had no significant effect. The study concludes with some implications for L2 teachers' education.

On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers' Work Engagement: A Case of Chinese English as a Foreign Language Teachers

A plethora of scientific evidence has pinpointed that teaching English as a foreign or second language (EFL) is difficult, challenging, and emotionally burdensome. Nevertheless, most English language teachers remain committed to the teaching profession and actively engage in the instructional environment. This has inspired several scholars worldwide to explore what personal, emotional, and psychological factors motivate English language teachers to engage enthusiastically in their workplace. While a large body of studies have to date examined the personal, emotional, and psychological predictors of English language teachers' work engagement, to our knowledge, no inquiry has investigated the role of academic buoyancy and self-efficacy in predicting EFL teachers' work engagement. Furthermore, the potential impact of demographic variables on the interplay between EFL teachers' academic buoyancy, self-efficacy, and work engagement has been disregarded. To bridge this gap, we examined the interplay of these three constructs among Chinese EFL teachers. To do so, we administered three pre-designed questionnaires to 242 EFL teachers working in Chinese schools and universities. The collected data were then analyzed using structural equation modeling (SEM). The outcomes of SEM divulged positive and strong relationships between Chinese EFL teachers' academic buoyancy, self-efficacy, and work engagement. The SEM results also indicated that academic buoyancy and self-efficacy could strongly and favorably predict Chinese EFL teachers' work engagement. Additionally, the study outcomes disclosed that demographic variables, including gender, educational degree, and teaching experience, directly impacted the interplay between Chinese EFL teachers' academic buoyancy, self-efficacy, and work engagement. These results may have significant implications for English teachers, teacher trainers, and educational principals.

Psychological capital research in HEIs: Bibliometric analysis of current and future trends

This study presents a comprehensive bibliometric analysis of the literature on psychological capital (PsyCap) within higher education institutions (HEIs). Its main objective is to offer an encompassing perspective on this field's current state and potential developments. To achieve this, the study examines present research trends and predicts future directions using a bibliometric approach. A total of 412 journal articles were gathered from the Web of Science database. The analysis identifies influential publications, outlines the knowledge structure, and forecasts future trends through bibliographic coupling and co-word analyses. The bibliographic coupling revealed five distinct clusters, while the co-word analysis identified four clusters. Despite the growing significance of PsyCap research in HEIs, there remains a need for greater academic efforts to comprehend the research landscape fully. This paper provides valuable insights into the expanding area of PsyCap research within HEIs. In conclusion, the study sheds light on the extensive research conducted on PsyCap in the context of HEIs and offers insights into its potential for further growth.

The associations among gratitude, job crafting, teacher-student relationships, and teacher psychological well-being

Introduction

This study explores the complex dynamics among gratitude, job crafting, teacher psychological well-being, and teacher-student relationships within the context of Chinese English as a Foreign Language (EFL) teachers.

Methods

A sample of 456 Chinese EFL teachers participated in this study. Valid scales were administered to collect data on gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. Structural Equation Modeling (SEM) was employed to investigate these relationships.

Results

The findings reveal significant connections between gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. SEM analysis demonstrates that gratitude and job crafting have direct effects on teacher psychological well-being. Furthermore, teacher-student relationships were identified as a mediator in these relationships.

Discussion

This study underscores the importance of gratitude and job crafting in enhancing the psychological well-being of EFL teachers. It highlights the mediating role of positive teacher-student relationships in the associations between gratitude, job crafting, and teacher psychological well-being. These results have implications for the development of interventions and practices aimed at promoting gratitude, job crafting, and positive teacher-student relationships in the EFL teaching context.

Exploring the impact of workload, organizational support, and work engagement on teachers' psychological wellbeing: a structural equation modeling approach

Introduction

This study delves into the intricate relationships among workload, perceived organizational support, work engagement, and psychological wellbeing within the context of 572 secondary school teachers in China.

Methods

Utilizing structural equation modeling (SEM), this research rigorously examined construct validity and the intricate interrelationships among latent variables. The data were collected and analyzed to determine the associations between workload, perceived organizational support, work engagement, and psychological wellbeing.

Results

The findings unveiled compelling negative associations between workload and perceived organizational support, workload and work engagement, and workload and psychological wellbeing among the secondary school teachers. Conversely, positive correlations emerged between perceived organizational support, work engagement, and psychological wellbeing. The structural equation modeling analysis demonstrated strong fit indices, affirming robust alignment with the anticipated models.

Discussion

Mediation analyses further elucidated the significance of work engagement as a mediator in the relationships between workload and psychological wellbeing, as well as between perceived organizational support and psychological wellbeing. These results underscore the pivotal role of work engagement in shaping the impact of workload and organizational support on the psychological wellbeing of secondary school teachers in Chinese educational settings.

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher-student relationships

Introduction

This research investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment. It draws upon a diverse sample of 680 teachers from 15 primary educational institutions in various districts of Shanghai, China.

Methods

The study examines the interrelationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion. It employs validated scales to measure these constructs and utilizes Structural Equation Modeling (SEM) for analysis.

Results

The analyses using SEM reveal significant associations among the variables under study. The findings indicate robust correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation. Concurrently, these factors exhibit a negative relationship with emotional exhaustion.

Discussion

Mediation analysis further unveils that teaching motivation plays a significant mediating role in the associations between teacher-student relationships, perceived autonomy, and emotional exhaustion. This emphasizes the intricate indirect effects of these constructs.

Conclusion

The study underscores the multifaceted nature of these factors and their collective impact on teacher well-being within educational settings. The implications derived highlight the importance for educational institutions to prioritize interventions fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators. These interventions aim to alleviate emotional exhaustion and enhance teacher well-being.

Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students

Introduction

This study explores the determinants of psychological well-being among 968 Chinese English as a Foreign Language (EFL) students by employing structural equation modeling (SEM). Focusing on academic self-efficacy, grit, and teacher support, this research aims to illuminate their roles in shaping the psychological well-being of EFL students within the Chinese educational context.

Methods

Data from a robust sample of Chinese EFL students were analyzed using SEM techniques to investigate the relationships between academic self-efficacy, grit, teacher support, and psychological well-being. Validated instruments were utilized to measure these constructs, ensuring accuracy and reliability. The study employed meticulous data collection procedures over a three-month period, maintaining strict ethical standards and anonymity for participants.

Results

The SEM analysis revealed intricate connections among academic self-efficacy, grit, teacher support, and the psychological well-being of Chinese EFL students. Academic self-efficacy and grit emerged as direct predictors of psychological well-being, highlighting their significance in fostering students' overall well-being. Additionally, teacher support was identified to play a mediating role in this relationship, emphasizing its critical influence on enhancing academic self-efficacy and grit, thereby contributing to students' psychological well-being.

Discussion

These findings underscore the crucial importance of nurturing academic self-efficacy and grit to enhance the psychological well-being of Chinese EFL students. Furthermore, teacher support stands out as a pivotal factor in elevating students' academic self-efficacy and grit, emphasizing the need for educational interventions centered on fostering these attributes among Chinese EFL learners. The implications of these results extend to educational practices, emphasizing the indispensable role of teacher support and interventions aimed at cultivating academic self-efficacy and grit to promote the psychological well-being of EFL students within the learning environment.

Exploring the relationships among teacher-student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence

Introduction

Within the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics.

Methods

Employing Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence.

Results

The findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels.

Discussion

These outcomes highlight the significance of nurturing students' emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.

Investigating the impact of value congruence on work engagement in EFL teachers: the role of teacher enthusiasm

Introduction

This research aimed to investigate the influence of value congruence on EFL (English as a Foreign Language) teachers' work engagement, with a focus on the mediating role of teacher enthusiasm.

Methods

A sample of EFL teachers (N = 453) in China participated in the study. Data were collected using self-report measures, including the Value Congruence Scale, Teacher Enthusiasm Scale, and Work Engagement Scale. Structural equation modeling was employed to analyze the data and test the proposed model.

Results

The results revealed that value congruence had a significant positive direct effect on work engagement. Furthermore, teacher enthusiasm was found to mediate the relationship between value congruence and work engagement.

Discussion

These findings suggest that when EFL teachers perceive a congruence between their personal values and the values upheld by their educational institutions, they are more likely to experience higher levels of work engagement, and this relationship is partially explained by their level of enthusiasm. The study contributes to the understanding of the factors that influence EFL teachers' work engagement and highlights the importance of value congruence and teacher enthusiasm in fostering a positive work environment. These findings have implications for the development of interventions and practices aimed at enhancing EFL teachers' well-being and job satisfaction.

Testing a mediation model of teacher caring, grit, and student wellbeing in English as a foreign language students

Introduction

This study delves into the influence of perceived teacher caring on the wellbeing of Chinese English as a Foreign Language (EFL) students, with a specific focus on the potential mediating effect of grit. With a sample size of 748 EFL students hailing from diverse Chinese universities, we aimed to shed light on the connections between perceived teacher caring, student wellbeing, and the mediating factor of grit.

Methods

To address our research questions, we collected data through self-report questionnaires that gauged perceived teacher caring, student wellbeing, and levels of grit. By utilizing structural equation modeling, we were able to rigorously assess both the direct and indirect impacts of teacher caring on student wellbeing.

Results

Our analysis uncovered a noteworthy and positive correlation between perceived teacher caring and student wellbeing. Furthermore, our findings indicated that grit plays a significant mediating role in this relationship. This suggests that students who exhibit higher levels of grit are more inclined to experience heightened levels of wellbeing.

Discussion

The outcomes of this study underscore the significance of nurturing positive teacher-student relationships within the EFL context. The identification of grit as a mediator emphasizes its role in fostering enhanced student wellbeing. These findings collectively emphasize the intertwined nature of teacher caring, grit, and student wellbeing. Educators should consider these insights for their teaching practices, while researchers can use this study as a foundation for further investigations in this domain.

The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model

Introduction

This research aimed to explore the relationships among teacher self-efficacy, teacher resilience, emotion regulation, and teacher burnout within the context of Chinese English as a foreign language (EFL) teachers.

Methods

A sample of 638 Chinese EFL teachers participated in this study. They completed self-report assessments for teacher self-efficacy, teacher resilience, emotion regulation, and teacher burnout. Confirmatory factor analysis was conducted to establish the construct validity of the measurement tools. Subsequently, structural equation modeling was utilized to assess the proposed structural model.

Results

The results of the study revealed significant insights. Teacher self-efficacy and resilience exhibited direct and negative associations with teacher burnout. Additionally, an interesting finding emerged where teacher emotion regulation indirectly affected teacher burnout, mediated by teacher resilience. The analysis supported the suitability of the partial mediation model as the best-fit representation of the relationships.

Discussion

The findings of this study provide valuable implications for EFL teaching programs. The negative connections between teacher self-efficacy, resilience, and burnout highlight the importance of nurturing these factors to mitigate burnout risk. The discovered mediation effect of teacher resilience emphasizes the role of emotion regulation in promoting teachers' overall well-being. These outcomes collectively contribute to the understanding of teacher dynamics and suggest potential avenues for targeted interventions.

Exploring native and non-native English speaker teachers' perceptions of English teacher qualities and their students' responses

Due to globalization, English has gradually become a lingua franca, leading to a rising demand for proficient English teachers all over the globe. In China, more EFL teachers are being recruited, particularly at the tertiary level, with a greater preference for so-called "native English speaking teachers (NESTs)" over "non-native English-speaking teachers (NNESTs)" due to the impacts of native-speakerism. Research has shown NESTs, NNESTs, and students are often misaligned in terms of beliefs about language learning and teaching which affect teaching effectiveness as well as student achievement. Recognizing this issue, this study investigated NESTs', NNESTs', and Chinese English-major students' perceptions of characteristics of effective EFL teachers at four mid-tier universities across China. Findings from semi-structured interviews with 16 students suggest that NNESTs and Chinese English-major students had similar views on language learning and teaching. Both groups valued prerequisite qualities such as having expert knowledge, language skills, teaching skills, and professionalism. NESTs, however, valued qualities such as caring, patience, flexibility, engagement, and awareness of students' learning needs. These differences are likely the result of these two groups of teachers' linguistic, cultural, and educational background differences. The highly uniform views of the two groups of teachers suggest that they tended to emphasize certain qualities while disregarding others. These findings suggest the need to raise teachers' and students' awareness of the benefits of different types of teacher qualities so that curriculum design and lesson planning can be implemented for better instructional alignment to ultimately improve teaching effectiveness.