On the Relationship between Teacher Resilience and Self- efficacy: The Case of Iranian EFL Teachers
Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To addr...
| Published in: | Journal of English Language Teaching and Learning |
|---|---|
| Main Authors: | , |
| Format: | Article |
| Language: | English |
| Published: |
University of Tabriz
2019-05-01
|
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_8927_a39f4e0f44c056dced88b783f29e11be.pdf |
| Summary: | Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To address this gap, the present study is an attempt to examine the connection between EFL teachers’ resilience and self-efficacy. In doing so, ninety-two EFL teachers completed Teacher Self-Efficacy Scale (TSES) and resilience scale (RISC). The findings showed the positive impact of different dimensions of self-efficacy on resilience. The results of the correlational analysis indicated that all three self-efficacy subscales had a significant positive relationship with teachers’ resilience. The results of multiple regression also suggested that, save for classroom management, two other subscales of efficacy as efficacy for student engagement and efficacy for instructional strategies were the good predictors of teacher resilience. In line with these findings, some suggestions for further research are provided and pedagogical implications are proposed. |
|---|---|
| ISSN: | 2251-7995 2676-6876 |