Professional identity and psychological capital as determinants of EFL teachers’ burnout: the mediating role of self-regulation

• FATHI, JALIL ^[1] ; NADERI, MILAD ^[2] ; SOLEIMANI , HABIB ^[1]
  1. [1] University of Kurdistan

     University of Kurdistan

     Irán

     
  2. [2] Kharazmi University

     Kharazmi University

     Irán

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 9, 2023 (Ejemplar dedicado a: New Trends and Practices in Teacher Professional Development in EFL/ESL Contexts), págs. 101-120
• Idioma: inglés
• DOI: 10.30827/portalin.vi2023c.29630
• Títulos paralelos:
  • Identidad profesional y capital psicológico como determinantes del agotamiento en profesores de inglés como lengua extranjera: El papel mediador de la autorregulación
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio explora las complejas relaciones entre la identidad profesional, el capital psicológico, la autorregulación y el agotamiento en una muestra de 434 docentes de inglés como lengua extranjera (EFL). Utilizando medidas validadas y modelado de ecuaciones estructurales, desentrañamos estas conexiones críticas. La identidad profesional emerge como un predictor sólido, relacionado significativamente con la reducción del agotamiento. Además, el capital psicológico ejerce una influencia positiva en la autorregulación, resaltando su importancia en el contexto de la enseñanza de EFL. A su vez, la autorregulación impacta negativamente en el agotamiento. El análisis de mediación solidifica el papel de la autorregulación: media parcialmente la relación entre la identidad profesional y el agotamiento y media completamente la conexión entre el capital psicológico y el agotamiento. Esta investigación profundiza nuestra comprensión de la psicología en la enseñanza de EFL y tiene implicaciones tanto para los profesionales como para los responsables de políticas.

     

  • English

    This study delves into the intricate web of relationships among professional identity, psychological capital, self-regulation, and burnout in a cohort of 434 English as a Foreign Language (EFL) educators. Employing validated measures and structural equation modeling, we unravel these critical connections. Professional identity emerges as a robust predictor, significantly linked to reduced burnout. Additionally, psychological capital exerts a positive influence on self-regulation, highlighting its significance within the EFL teaching context. Self-regulation, in turn, negatively impacts burnout. Mediation analysis solidifies the role of self-regulation: it partially mediates the relationship between professional identity and burnout and fully mediates the connection between psychological capital and burnout. This research deepens our comprehension of EFL teaching psychology and carries implications for both practitioners and policymakers.

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