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Journal of Teaching Language Skills، جلد ۳۷، شماره ۲، صفحات ۳۳-۶۴
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عنوان انگلیسی Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment
چکیده انگلیسی مقاله A significant research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in second language classrooms. As a result, teacher-related variables have enjoyed much research attention over the recent decades in both mainstream education and English Language Teaching (ELT). Likewise, the present study was set to test a structural model of collective teacher efficacy, teacher self-efficacy, job satisfaction, and teaching commitment, and specifically to examine the hypothesis that teaching commitment mediates the effects of collective teacher efficacy and teacher self-efficacy on job satisfaction. Using a sample of 312 Iranian EFL teachers, structural equation modeling (SEM) was conducted to establish the structural model. The findings of a confirmatory factor analysis (CFA) confirmed the fitness of both the employed scales and the structural model.  The findings and implications of the present study are finally discussed.
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نویسندگان مقاله Jalil Fathi |
University of Kurdistan

Elaheh Savadi Rostami |
University of Kurdistan

نشانی اینترنتی http://jtls.shirazu.ac.ir/article_5097_58c386a7c9aeffd9bd4978c89367d082.pdf
فایل مقاله اشکال در دسترسی به فایل - ./files/site1/rds_journals/517/article-517-1323101.pdf
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