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Ketabi, Saeed, Sattari, Maliheh, Dehghan, Farzaneh. (1403). Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2024.78288.837
Saeed Ketabi; Maliheh Sattari; Farzaneh Dehghan. "Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis". سامانه مدیریت نشریات علمی, , , 1403, -. doi: 10.22054/ilt.2024.78288.837
Ketabi, Saeed, Sattari, Maliheh, Dehghan, Farzaneh. (1403). 'Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2024.78288.837
Ketabi, Saeed, Sattari, Maliheh, Dehghan, Farzaneh. Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis. سامانه مدیریت نشریات علمی, 1403; (): -. doi: 10.22054/ilt.2024.78288.837

Resilience, Psychological Well-being and Professional Development of Iranian EFL Teachers: A Structural Equation Analysis

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 20 آذر 1403
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2024.78288.837
نویسندگان
Saeed Ketabi* 1؛ Maliheh Sattari2؛ Farzaneh Dehghan3
1Associate Professor at Esfahan University
2Islamic Azad University, Shah-reza Branch, Isfahan
3Assistant Professor, Department of Foreign Languages, Amirkabir University of Technology
چکیده
Because of the significance of teachers’ individual and psychological qualities in affecting their performance, an increasing number of studies have been conducted to probe the relationships among teacher constructs in influencing their professional development. In an attempt to clarify the association among teacher constructs, the current study examined a structural model hypothesizing the predictive role of teachers’ resilience and psychological well-being in promoting their professional development using 300 Iranian English language teachers as a sample. In doing so, the validated scales of the three mentioned constructs were administered to gather data and Structural Equation Modeling was adopted to evaluate the hypothesized model of the variables. The findings indicated that both resilience and psychological well-being significantly predicted professional development for the whole sample. However, psychological well-being appeared to be a stronger predictor of professional development in comparison with resilience. The results are discussed, and the pedagogical implications are proposed for teacher education programs.
کلیدواژه‌ها
Resilience؛ Psychological well-being؛ Teacher professional development؛ Structural equation modeling
آمار
تعداد مشاهده مقاله: 67


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