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

Table 6 Convergent validity of the components of SE consequences based on Forell-Larcker

	1	2	3	4	5	6	7	8	9	10
1) Work engagement and job satisfaction (WEJS)	0.852
2) Willingness to communicate (WTC)	0.054	0.928
3) Teaching commitment(TC)	0.003	− 0.138	0.991
4) Emotion regulation(ER)	− 0.057	− 0.090	− 0.141	0.968
5) Professional development (PD)	0.106	0.051	0.133	0.008	0.951
6) Motivational teaching behaviors(MTB)	0.209	0.012	− 0.008	0.059	− 0.027	0.928
7) Burnout (BO)	0.088	0.290	− 0.005	− 0.073	0.162	0.062	0.936
8) Pedagogical success (PS)	0.073	− 0.020	− 0.014	− 0.109	0.082	− 0.070	− 0.104	0.961
9) Reflective teaching (RT)	0.241	0.143	− 0.095	− 0.141	0.080	0.240	0.222	0.060	0.959
10) Well-being (WB)	− 0.181	0.097	− 0.086	− 0.045	0.084	0.118	0.042	− 0.131	− 0.081	0.755