Multinational study finds work engagement in EFL teachers is predicted by emotion regulation and self-efficacy, suggesting focus areas for educators.
Key Points
MAIN FINDING: EFL teachers' work engagement is significantly predicted by their dispositions toward loving pedagogy, self-efficacy, and emotion regulation.
KEY EVIDENCE: Analysis of data from 779 EFL teachers in China, Iran, and Turkey revealed strong correlations among key psycho-affective factors.
APPROACH: Researchers employed confirmatory factor analysis and multiple regression analysis to assess predictors of teacher engagement.
SIGNIFICANCE: Results highlight the importance of emotional factors in professional development for EFL teachers globally.