Exploring the predictive power of EFL teachers’ work engagement and buoyancy in their professional development

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Zhang X., Yang L., Ergün A. L.

PORTA LINGUARUM, cilt.2023, sa.c, ss.159-176, 2023 (AHCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 2023 Sayı: c
  • Basım Tarihi: 2023
  • Doi Numarası: 10.30827/portalin.vi2023c.29634
  • Dergi Adı: PORTA LINGUARUM
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, MLA - Modern Language Association Database, DIALNET
  • Sayfa Sayıları: ss.159-176
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

nd constant changes of trends in teaching the English lan-guage  demand  teachers  to  work  on  their  pedagogical  knowledge  and  skills  continuously. These are best obtainable in professional development programs. However, the role of teacher emotions in such programs has remained unaddressed. To bridge this gap, this study examined the predicating role of second language (L2) teachers’ work engagement and buoyancy in their professional development. A total of 348 Chinese teachers participated in a survey with three online questionnaires. The results of structural equation modeling (SEM) and regression illustrated that both teacher work engagement and buoyancy could predict L2 teachers’ pro-fessional development. In particular, it was found that about 68% and 61% of changes in TPD could be predicted by work engagement and buoyancy, respectively. The study is momentous for L2 teaching and teacher education by calling for the integration of emotions into TPD and pedagogyThe teaching of the English language requires teachers to continuously develop their pedagogical knowledge and skills due to the complexities and constant changes in trends. Professional development programs are the best way to obtain these skills. However, the impact of teacher emotions on such programs is often overlooked. This study aimed to bridge this gap by examining the role of work engagement and buoyancy of second language (L2) teachers in their professional development. 348 Chinese teachers participated in a survey with three online questionnaires. The results of structural equation modeling (SEM) and regression showed that both teacher work engagement and buoyancy were predictors of L2 teachers' professional development. In particular, it was found that work engagement and buoyancy predicted about 68% and 61% of changes in TPD respectively.ancy, respectively. The study is momentous for L2 teaching and teacher education by calling for the integration of emotions into TPD and pedagogy