The predicting role of EFL/ESL teachers’ self-efficacy and grit in their professional development

• Zhi, Yongbi ^[1] ; Yang, Hongwu ^[1]
  1. [1] Suzhou University of Science and Technology

     Suzhou University of Science and Technology

     China

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 42, 2024, págs. 161-177
• Idioma: inglés
• DOI: 10.30827/portalin.vi42.27900
• Títulos paralelos:
  • El papel predictivo de la autoeficacia y la perseverancia de los profesores de EFL/ESL en su desarrollo profesional
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2  
• Resumen
  • español

    En las últimas décadas, el desarrollo profesional de los docentes (TPD) ha sido objeto de mucha investigación. En el contexto del inglés como lengua extranjera, sus características, dimensiones, mediciones y resultados han sido ampliamente estudiados. Sin embargo, el papel de los factores psicoemocionales en el proceso de TPD se ha pasado por alto, especialmente cuando se trata de factores demográficos. Para llenar este vacío, este estudio cuantitativo examinó el papel predictivo de la autoeficacia y la perseverancia de los maestros en el desarrollo profesional de los profesores de inglés chinos. Tres cuestionarios en línea fueron completados por 305 profesores de inglés chino de diferentes orígenes. Los resultados del modelo de ecuaciones estructurales y los pesos de regresión estandarizados revelaron fuertes vínculos entre los factores demográficos (género, educación, experiencia) y TDP. Además, la autoeficacia y la perseverancia juntos podrían predecir el 78% y el 43% de los cambios en el desarrollo profesional de los profesores de inglés en China. Al final del estudio, los autores ofrecen a los futuros investigadores y profesores de inglés algunas ideas para aumentar su comprensión de los factores psicológicos-emocionales.

  • English

    Teacher professional development (TPD) has received a vast body of investigations in the past decades. Its features, dimensions, measures, and outcomes in English as a foreign language (EFL) context have been sufficiently studied. However, the role of psycho-affective factors in the TPD process has been neglected, especially in terms of demographic factors. To fill this gap, this quantitative study examined the predicting role of teacher self-efficacy and grit in Chinese EFL teachers’ professional development. Three online questionnaires were completed by a sample of 305 EFL teachers with different backgrounds in China. The results of structural equation modeling and standardized regression weights revealed a strong association between demographic factors (gender, education, experience) and TPD. In addition, it was found that self-efficacy and grit could collectively predict 78% and 43% of changes in Chinese EFL teachers’ professional development. Insights for future researchers and EFL teachers are provided at the end of the study to increase their understanding of TPD in light of psycho-emotional factors.

• Referencias bibliográficas
  • Abedinia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher...
  • Ahmad, H., & Shah, S. R. (2022). Teacher agency and professional development: A study on Cambridge English teacher program in the Arabian...
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1)...
  • Bandura, A. (1997). The anatomy of stages of change. American Journal of Health Promotion: AJHP, 12(1), 8-10.
  • Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180.
  • Bandura, A. (2011). The social and policy impact of social cognitive theory. In M. M. Mark, S. I. Donaldson, & B. Campbell (Eds.), Social...
  • Banitalebi, Z., Ghiasvand, F. (2023). The representation of Learning-Oriented Assessment (LOA) practice in EFL contexts: A case study of teacher...
  • Barrera-Pedemonte, F. (2016). High-quality teacher professional development and classroom teaching practices: Evidence from TALIS 2013. Paris:...
  • Bett, H., & Makewa, L. (2018). Can facebook groups enhance continuing professional
  • development of teachers? Lessons from Kenya. Asia-Pacific Journal of Teacher
  • Education, 48(2), 132-146. https://doi.org/10.1080/1359866X.2018.1542662
  • Bhatt, S. P. (2021). Self-directed professional development: EFL teachers' understanding. International Journal of Language and Literary...
  • Bicaj, A., & Treska, T. (2014). The effect of teacher professional development in raising the quality of teaching (pilot research). Academic...
  • Bing, H., Sadjadi, B., Afzali, M., & Fathi, J. (2022). Self-efficacy and emotion regulation as predictors of teacher burnout among English...
  • Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195-216. doi: 10.1177/0033688218784371
  • Christopoulou, M., Lakioti, A., Pezirkianidis, C., Karakasidou, E., & Stalikas, A. (2018). The role of grit in education: A systematic...
  • Corry, M., & Stella, J. (2018). Teacher self-efficacy in online education: A review of the literature. Research in Learning Technology,...
  • Cosgun, G. E., & Savaş, P. (2019). Use of information and communication technology by in-service English teachers for self-directed professional...
  • Credé, M., Tynan, M., & Harms, P. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality...
  • Dai, K., & Wang, Y. (2023). Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement. Journal...
  • Derakhshan, A. (2022a). The “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context....
  • Derakhshan, A. (2022b). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language...
  • Derakhshan, A., & Ghiasvand, F. (2022). Demystifying Iranian EFL teachers’ perceptions and practices of learning-oriented assessment (LOA):...
  • Derakhshan, A., & Nazari, M. (2022). “I am fed up with the criticisms”: Examining the role of emotional critical incidents in a novice...
  • Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the roles of continuing professional development needs and...
  • Dobbins, D. (2016). Teacher effectiveness: Examining the relationship between teacher grit and teacher self-efficacy (Unpublished doctoral...
  • Duckworth A.L. & Quinn P.D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91,...
  • Duckworth, A. (2016). Grit: The power of passion and perseverance. Simon and Schuster.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of...
  • Estaji, M., & Ghiasvand, F. (2021). Assessment perceptions and practices in academic domain: The design and validation of an Assessment...
  • Estaji, M., & Ghiasvand, F. (2022a). Classroom supervision and professionalism: matches and mismatches in the perceptions of novice and...
  • Estaji, M., & Ghiasvand, F. (2022b). Introducing researching English for specific purposes, Lindy Woodrow, Routledge, Abingdon, UK (2022),...
  • Estaji, M., & Molkizadeh, A. P. (2022). Developing and validating a professional development inventory: Novice and experienced teachers’...
  • Fabelico, F., & Afalla, B. (2020). Perseverance and passion in the teaching profession: Teachers' grit, self-efficacy, burnout, and...
  • Fan, J. & Wang, Y. (2022). English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being...
  • Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation...
  • Fathi, J., & Saeedian, A. (2020). A structural model of teacher self-efficacy, resilience, and burnout among Iranian EFL teachers. Iranian...
  • Fathi, J., Mohammaddokht, F., & Nourzadeh, S. (2021). Grit and foreign language anxiety as predictors of willingness to communicate in...
  • Fitri, I. A., Miftakh, F., & Sumarta, S. (2021). Teachers' individual perspective towards teacher professional development: A narrative...
  • Freeman, D. (2001). Teacher learning and student learning in TESOL. TESOL Quarterly, 35(4), 608 - 609.
  • Fu, J., & Wang, Y. (2022). Inspecting EFL teachers’ academic literacy development in multilingual contexts: A global vision. Heliyon....
  • Garner, J. K., Hathcock, S., & Kaplan, A. (2016). Exploring the impact of teacher professional development on a veteran science teacher’s...
  • Ghasemzadeh, S., Nemati, M., & Fathi, J. (2019). Teacher self-efficacy and reflection as predictors of teacher burnout: an investigation...
  • Gu, H., Mao, Y., & Wang, Q. (2022). Exploring EFL Teachers’ emotions and the impact on their sustainable professional development in livestream...
  • Gudeta, D. (2022). Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers....
  • Han, Y., & Wang, Y. (2021). Investigating the correlation among Chinese EFL teachers’ self-efficacy, reflection, and work engagement....
  • Hartono, R. (2016). Indonesian EFL Teachers’ Perceptions and Experiences of
  • Professional Development. (Unpublished doctoral thesis). Indiana University of Pennsylvania.
  • Haug, B. S., & Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional...
  • Hodge, B., Wright, B., and Bennett, P. (2018). The role of grit in determining engagement and academic outcomes for university students. Research...
  • Jenkins, J. (2013). English as a lingua franca in the international university: The politics of academic English language policy. Routledge.
  • Jiang, L., Zhang, L. J., & May, S. (2019). Implementing English-medium instruction (EMI) in China: Teachers’ practices and perceptions,...
  • 13670050.2016.1231166
  • Keegan, K. (2017). Identifying and building grit in language learners. English Teaching Forum, 55(3), 2-9.
  • Kumaravadivelu, B. (2003). Beyond methods: Macro-strategies for language teaching. Yale University Press.
  • Liu, H., Yan, C., & Fu, J. (2022). Exploring livestream English teaching anxiety in the Chinese context: An ecological perspective. Teaching...
  • Liu, S., & Phelps, G. (2020). Does teacher learning last? Understanding how much teachers retain their knowledge after professional development....
  • Lopes, J. B., & Cunha, A. E. (2017). Self-directed professional development to improve effective
  • teaching: Key points for a model. Teaching and Technology Education, 68(2), 262-274. http://dx.doi.org/10.1016/j.tate.2017.09.009
  • McChesney, K., & Aldridge, J. M. (2018). A new tool for practitioner-led evaluation of teacher professional development. Teacher Development,...
  • Mercer, S. (2020). The wellbeing of language teachers in the private sector: An ecological perspective. Language Teaching Research, 1, 1-24....
  • Moen, F., & Olsen, M. (2020). Grit: a unique protective factor of coaches well-being and burnout? New Ideas in Psychology, 59:100794....
  • Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students' motivation and achievement. Theory &...
  • Mok, M. M. C., & Moore, P. J. (2019). Teachers & self-efficacy. Educational Psychology, 39(1), 1-3. doi:10.1080/01443410.2019.1567070.
  • Moore, F. M. (2008). Positional identity and science teacher professional development. Journal of Research in Science Teaching: The Official...
  • Pan, Z. W. (2022). L2 Grit and Foreign Language Enjoyment: Arguments in Light of Control-Value Theory and Its Methodological Compatibility....
  • Petty, T., Good, A., & Putman, S. M. (2016). Handbook of research on professional development for quality teaching and learning. IGI Global.
  • Porter, B. D., & Freeman, M. K. (2020). Experienced outcomes of a self-directed professional development program. Professional Educator,...
  • Reed, J., Pritschet, B. L., & Cutton, D. M. (2013). Grit, conscientiousness, and the trans-theoretical model of change for exercise behavior....
  • Reed, L., & Jeremiah, J. (2017). Student grit as an important ingredient for academic and personal success. Developments in Business Simulation...
  • Riddle, R. A. L. (2018). A predictive correlational study of the relationship between grit and self-efficacy beliefs among pre-service teachers....
  • Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education,...
  • Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs...
  • Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review....
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education,...
  • Skaalvik, E. M., and Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction,...
  • Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic....
  • Steinmayr, R., Heyder, A., Naumburg, C., Michels, J., & Wirthwein, L. (2018). School-related and individual predictors of subjective well-being...
  • Taguchi, N., & Ishihara, N. (2018). The pragmatics of English as a lingua franca: Research and pedagogy in the era of globalization. Annual...
  • Tajeddin, Z., & Rezanejad, A. (2018). Intercultural teaching in L2 classrooms: Exploring English language teachers’ beliefs. The International...
  • Taşpinar, K., & Külekçi, G. (2018). Grit: An essential ingredient of success in the EFL classroom. International Journal of Languages’...
  • Thakur, G. (2012). Self-directed professional development through online resources [MIT-D.T.University conference paper]. https://www.researchgate.net/publication/327108720
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17,...
  • Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being:...
  • Wang, Y., L., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning...
  • Wang, Y., & Derakhshan, A. (2023). Enhancing Chinese and Iranian EFL students’ willingness to attend classes: The role of teacher confirmation...
  • Wang, Y. (2023). Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. Current...
  • Wong, M. S. (2011). Fifty ways to develop professionally: What language educators
  • need to succeed. Language Education in Asia, 2, 142–155. doi: 10.5746/LEiA/11/V2/I1/A12
  • Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context....
  • Yan, D. (2021). The impact of mentoring on a non-native immigrant teacher’s professional development. Teaching and Teacher Education, 103(1),...
  • Yoon, I., & Kim, M. (2022). Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic...
  • Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher...
  • Zepeda, S. J. (2013). Professional development: What works? Rutledge.
  • Zerey, Ö. G. (2018). Attitudes and perceptions of EFL instructors regarding self-directed professional development. International Journal...
  • Zhang, W. (2022). The role of technology-based education and teacher professional development in English as a foreign language classes. Frontiers...
  • Sun, Z., Muthukrishnan, P., & Sidhu, G. K. (2020). College English language teaching reform and key factors determining EFL teachers'...