自我效能,反思和弹性作为英语教师工作参与的预测因素
1Department of Basic Education, Chongqing Creation Vocational College, Yongchuan, Chongqing, China.
教师的自我效能,反思和弹性直接预测了中国英语作为外语 (EFL) 教师的工作参与度. 这些因素也间接地影响了参与,突出了教师教育计划的关键领域.
科学领域:
- 教育心理学教育心理学
- 教师专业发展教师专业发展
背景情况:
- 教师的工作参与在教育环境中至关重要.
- 确定教师工作参与度的预测因素是一个活跃的研究领域.
研究的目的:
- 调查中文英语作为外语 (EFL) 教师工作参与的预测因素.
- 测试一个包含教师自我效能,反思和性的模型.
主要方法:
- 对512名EFL教师进行了在线调查.
- 确认因素分析验证了这些措施.
- 结构方程建模分析了变量关系.
主要成果:
- 教师的自我效能,反思和弹性是工作参与的直接预测因素.
- 教师的自我效能通过反思和弹性间接预测了工作参与度.
- 教师反思也通过弹性间接影响了工作参与.
结论:
- 促进自我效能,反思和性对于提高EFL教师工作参与度至关重要.
- 这些发现为教师教育计划提供了宝贵的见解.
- 进一步的研究应该探索培训计划来增强这些预测因素.
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