期刊名称：Iranian Journal of Language Teaching Research
印刷版ISSN：2322-1291
电子版ISSN：2322-1291
出版年度：2021
卷号：9
期号：2
页码：13-37
DOI：10.30466/IJLTR.2021.121043
语种：English
出版社：Urmia University
摘要：To expand the line of research investigating individual teacher-related variables, the present research sought to test a structural model of teacher reflection, self-efficacy, burnout, and emotion regulation among Iranian EFL instructors. Moreover, a mediation model was examined, hypothesizing that emotion regulation would mediate the influences of teacher reflection and teacher self-efficacy on teacher burnout. Collecting data from a sample of 238 Iranian EFL teachers, a structural equation modeling (SEM) was embarked on to test the hypothesized relationships. The data of the study were gathered through the participants’ responses to the four questionnaires related to the four variables under investigation (i.e., teacher self-efficacy, reflection, burnout, and emotion regulation variables). The outcomes of a confirmatory factor analysis (CFA) verified the fitness of the used questionnaires and the structural model. Considering the centrality of teachers’ affective status in how they deal with reform initiatives, it is hoped that our results can contribute to the understanding of how teachers can take practical measures to monitor their emotional states in EFL education in Iran and in the broader international context. Additionally, EFL teacher preparation programs should consider more practical strategies to enhance efficacy beliefs, emotion regulation, and reflection for pre-service teachers.
