Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences

Table 5 Reliability and convergent validity of the constructs

Construct	FL	VIF	Cronbach’s alpha	Rho-A	Composite Reliability	AVE
Work engagement and job satisfaction (WEJS)	0.613	2.98	0.938	0.951	0.956	0.727
Willingness to communicate (WTC)	0.922	1.68	0.839	0.962	0.925	0.861
Teaching commitment(TC)	0.88	1.99	0.983	0.946	0.991	0.983
Emotion regulation(ER)	0.71	2.99	0.983	0.91	0.987	0.938
Professional development (PD)	0.82	1.82	0.896	0.87	0.950	0.905
Motivational teaching behaviors(MTB)	0.821	1.99	0.849	0.89	0.924	0.860
Burnout (BO)	0.72	2.86	0.931	0.85	0.955	0.877
Pedagogical success (PS)	0.922	1.69	0.959	0.94	0.973	0.925
Reflective teaching (RT)	0.89	2.11	0.955	0.93	0.970	0.918
Well-being	0.69	2.83	0.804	0.84	0.702	0.570