Table 3 The related studies of the consequences of SE
From: Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences
Authors | Title | Findings |
|---|---|---|
Author, et al (2021) | Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language | Well-being, professional development, effective teaching, |
Azari Noughabi, et al. (2020) | Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers’ Self-Regulation | intrapersonal and linguistic intelligence |
Choi, E., & Lee, J. (2018)) | EFL Teachers’ Self-efficacy and Teaching Practices | Teaching practices, instructional strategies |
Demir, et al. (2015) | The relationship between tertiary-level EFL teachers’ self-efficacy and their willingness to use communicative activities in speaking | Willingness to communicate |
Eslami, Z. R., & Fatahi, A (2008) | Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran | Instructional Strategies |
Fathi, J., & Derakhshan, A (2019) | Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers | Emotion Regulation |
Fathi, J., & Saeedian, A. (2020) | A structural model of Teachers’ self-efficacy, resilience, and burnout among Iranian EFL teachers | Burn out |
Fathi, J., & Savadi Rostami, E. (2018 | Collective teacher efficacy, teacher self- efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment | Job satisfaction, teaching commitment |
Investigating a structural model of self-efficacy, collective efficacy, and psychological well-being among Iranian EFL teachers | Psychological well-being | |
Fathi, et al. (2021) | Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation | Reflective teaching, burnout, emotion regulation |
Ghanizadeh and Moafian (2011 | The relationship between Iranian EFL teachers’ sense of self-efficacy and their pedagogical success in Language Institutes | Pedagogical success |
Ghasemzadeh, Nemati and Fathi et al. (2019) | Teacher self-efficacy and reflection as predictors of teacher burnout: An investigation of Iranian English language teachers | Burn out |
Han and Wang (2021) | Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection | Reflective teaching Work engagement |
Huangfu, (2012) | Effects of EFL teachers' self-efficacy on motivational teaching behaviors | Motivational teaching behaviour |
Khanshan and Yousefi (2020) | The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines, and EFL teachers | Instructional practice |
Khezerlou, (2013) | Teacher Self-efficacy as a Predictor of job burnout among Iranian and Turkish EFL Teachers | Burnout |
Malmir and Mohammadi (2018). an EFL teachers | Teachers’ reflective teaching and self-efficacy as predictors of their professional success: A case of Iranin teachers | Pedagogical sucesss |
Moè, Pazzaglia, and Ronconi et al. (2010) | When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching | Job satisfaction Students’ academic achievement |
Rashidi & Moghadam (2014) | The Effect of Teachers' Beliefs and Sense of Self-Efficacy on Iranian EFL Learners' Satisfaction and Academic Achievement | Teachers’ job satisfaction |
Moradkhani, Raygan and Moein et al. (2017) | Iranian EFL teachers' reflective practices and self-efficacy: Exploring possible relationships | Reflective teaching Critical pedagogy |
Rastegar & Moradi (2016) | On the relationship between EFL teachers’ job satisfaction, self-efficacy, and their spiritual sense of well-being | Job-satisfaction Well-being |
Razmjoo and Ayoobiyan (2019) | On the relationship between teacher resilience and self-efficacy: The case of Iranian EFL teachers | |
Ryan and Deci (2000) | Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being | Teaching motivation Well-being |
Safari, Davaribina, and Khoshneviset al. (2020) | The Influence of EFL Teachers' Self-Efficacy, Job Satisfaction, and Reflective Thinking on Their Professional Development: A Structural Equation Modeling | Job satisfaction Reflective teaching |
Wang, Hall and Rahimiet al. (2015) | Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting | Job-satisfaction Burnout |