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

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 ۱۰۶ teachers using the ۲۴-item Teachers’ Sense of Efficacy Scale and the ۱۷-item Utrecht Work Engagement Scale. Overall TSE was positively associated with overall WE (r = .۵۹۸, p < .۰۰۱). At the dimension level, classroom management efficacy showed the strongest association with WE (ρ = .۵۴۱, p < .۰۰۱); in the regression model, classroom management (β = .۲۷۵, p = .۰۱۳) and student engagement (β = .۲۷۱, p = .۰۱۰) accounted for the unique variance in WE. Vigor was the only WE dimension with a significant unique coefficient for TSE (β = .۶۰۸, p < .۰۰۱). The correlations for novice (r = .۵۸۲) and experienced teachers (r = .۶۰۱) did not differ significantly (Fisher’s z = −.۱۴۶, p = .۸۸۴). 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.

کلیدواژه ها:

Teacher Self-Efficacy ، Work Engagement ، Iranian EFL teachers ، Classroom Management ، Vigor