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Sardarabadi, Amir, Zareian, Gholamreza, Moulavinafchi, Asghar. (1405). The Relationship Between Iranian EFL Teachers’ Self-Efficacy and Work Engagement. پژوهشنامه مدیریت اجرایی, (), 1-20. doi: 10.22080/iselt.2026.31760.1192
Amir Sardarabadi; Gholamreza Zareian; Asghar Moulavinafchi. "The Relationship Between Iranian EFL Teachers’ Self-Efficacy and Work Engagement". پژوهشنامه مدیریت اجرایی, , , 1405, 1-20. doi: 10.22080/iselt.2026.31760.1192
Sardarabadi, Amir, Zareian, Gholamreza, Moulavinafchi, Asghar. (1405). 'The Relationship Between Iranian EFL Teachers’ Self-Efficacy and Work Engagement', پژوهشنامه مدیریت اجرایی, (), pp. 1-20. doi: 10.22080/iselt.2026.31760.1192
Sardarabadi, Amir, Zareian, Gholamreza, Moulavinafchi, Asghar. The Relationship Between Iranian EFL Teachers’ Self-Efficacy and Work Engagement. پژوهشنامه مدیریت اجرایی, 1405; (): 1-20. doi: 10.22080/iselt.2026.31760.1192

The Relationship Between Iranian EFL Teachers’ Self-Efficacy and Work Engagement

Interdisciplinary Studies in English Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 09 مرداد 1405
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2026.31760.1192
نویسندگان
Amir Sardarabadi1؛ Gholamreza Zareian2؛ Asghar Moulavinafchi* 3
1MA in TEFL, Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2Associate Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
3Assistant Professor of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
تاریخ دریافت: 24 اردیبهشت 1405،  تاریخ بازنگری: 28 تیر 1405،  تاریخ پذیرش: 29 تیر 1405 
چکیده
This study examined the association between teacher self-efficacy (TSE) and work engagement (WE) among Iranian English as a foreign language (EFL) teachers. Its novelty lies in jointly analyzing overall and dimension-level relationships and comparing the strength of the TSE–WE correlation across two teaching-experience groups. Using a cross-sectional correlational design, the data were collected from 106 teachers using the 24-item Teachers’ Sense of Efficacy Scale and the 17-item Utrecht Work Engagement Scale. Overall TSE was positively associated with overall WE (r = .598, p < .001). At the dimension level, classroom management efficacy showed the strongest association with WE (ρ = .541, p < .001); in the regression model, classroom management (β = .275, p = .013) and student engagement (β = .271, p = .010) accounted for the unique variance in WE. Vigor was the only WE dimension with a significant unique coefficient for TSE (β = .608, p < .001). The correlations for novice (r = .582) and experienced teachers (r = .601) did not differ significantly (Fisher’s z = −.146, p = .884). The findings support professional development that strengthens classroom management and learner engagement efficacy while also attending to teachers’ energy and well-being. The causal conclusions are not warranted.
کلیدواژه‌ها
Teacher Self-Efficacy؛ Work Engagement؛ Iranian EFL Teachers؛ Classroom Management؛ Vigor
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تعداد مشاهده مقاله: 21


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