Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context

Namaziandost, Ehsan; Heydarnejad, Tahereh; Rezai, Afsheen

doi:10.22049/jalda.2024.28775.1568

Document Type : Research Article

Authors

¹ PhD in Applied Linguistics (TEFL); 1) Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran 2) Department of English Language Teaching, Ahvaz Branch, Islamic. Azad University, Ahvaz, Iran

² PhD in Applied Linguistics, 1) Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran 2) Department of General Courses, Gonabad University of Medical Sciences, Gonabad, Iran

³ PhD in Applied Linguistics, Department of Teaching English and Linguistics, Faculty of Literature and Humanities, University of Ayatollah Ozma Borujerdi, Borujerd City, Iran

https://doi.org/10.22049/jalda.2024.28775.1568

Abstract

The mental health of teachers is an important issue in education. However, few studies have examined how self-efficacy (S-E), emotion regulation (ER), reflective teaching (RT), and mindfulness in teaching (MT) affect teachers' teaching style (TS). This study aimed to explore the correlation between S-E, ER, RT, and MT with TS in EFL teachers in Iran. The Teaching Style Inventory (TSI), the Teacher Sense of Efficacy Scale (TSES), the Language Teacher Emotion Regulation Inventory (LTERI), the English Language Teacher Reflective Inventory (ELTRI), and the Mindfulness in Teaching Scale (MTS) were used to measure S-E, ER, RT, MT, and TS. The results showed that S-E, ER, RT, and MT were positively correlated with TS. The findings indicated that EFL teachers who had high S-E, high ER skills, high RT practices, and high MT awareness were able to use more effective TS strategies to facilitate students' learning. The study suggests that enhancing S-E, ER skills, RT practices, and MT awareness among EFL teachers can improve their TS preferences and outcomes. The study also provides some pedagogical implications for relevant stakeholders and opens up new avenues for further research.

Keywords

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

Article Title [Persian]

ترجیحات سبک تدریس به عنوان تابعی از خودکارآمدی، تنظیم هیجان، آموزش انعکاسی، و ذهن -آگاهی در تدریس: نگاهی به یک محیط آموزش زبان انگلیسی

Authors [Persian]

دکتر احسان نمازیان دوست ¹
دکتر طاهره حیدرنژاد ²
دکتر افشین رضایی ³

¹ دکتری زبانشناسی کاربردی (TEFL)؛ 1) گروه دروس عمومی، دانشگاه علوم پزشکی جندی شاپور اهواز، اهواز، ایران 2) گروه آموزش زبان انگلیسی، واحد اهواز، اسلامی. دانشگاه آزاد، اهواز، ایران

² دکتری زبانشناسی کاربردی، 1) گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گناباد، گناباد، ایران. 2) گروه دروس عمومی، دانشگاه علوم پزشکی گناباد، گناباد، ایران

³ دکتری آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی و زبانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه آیت الله بروجردی، بروجرد، ایران

Abstract [Persian]

سلامت روان مربیان به یک موضوع بسیار مهم برای مطالعه تبدیل شده است. با این حال، به تأثیر خودکارآمدی (S-E)، تنظیم هیجان(ER)، آموزش بازتابی (RT) و ذهنآگاهی در تدریس (MT) به عنوان میانجی ترجیحات سبک تدریس معلم (TS) توجه کافی نشده است. برای پر کردن این دانش، این مطالعه مدلی را پیشنهاد می‌کند که تعامل بین S-E، ER، RT و MT را نشان می‌دهد. پرسشنامه سبک تدریس (TSI)، مقیاس حس اثربخشی معلم (TSES)، پرسشنامه تنظیم هیجان معلم زبان(LTERI)، پرسشنامه بازتابی معلم زبان انگلیسی (LTRI) و مقیاس ذهنآگاهی در تدریس (MTS) به 492 معلم زبان انگلیسی برای جمع آوری داده های مرتبط بر اساس نتایج تحلیل عاملی تأییدی (CFA) و مدل‌سازی معادلات ساختاری(SEM)، معلمان زبان انگلیسی که به سبک‌های تدریس دانش‌آموز محور علاقه داشتند، غلظت بالایی ازS-E، ER، RT و MT را نشان دادند. در مقابل، معلمان زبان انگلیسی که از روش‌های آموزشی استفاده می‌کردند که بر معلم متمرکز بود، قادر به مدیریت مؤثرS-E، ER، RT و MT خود نبودند. برای افزایش درک همبستگی بین تعاملاتS-E، ER، RT، MT و TS، و همچنین پتانسیل برای به دست آوردن نتایج آموزشی مثبت برای زبان آموزانEFL، این مطالعه با ارائه مفاهیم و جهت گیری های آینده برای سهامداران مربوط به پایان می رسد.

Keywords [Persian]

خودکارآمدی
تنظیم هیجان
آموزش تأملی
ذهن‌آگاهی در تدریس
سبک تدریس
معلمان زبان انگلیسی

References

Abdar, S., & Shafaei, A. (2022). The relationship between EFL teachers’ reflective thinking and their teaching style in Iranian EFL context. Reflective Practice, 23(5), 565-577. https://doi.org/10.1080/14623943.2022.2086534

Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching refection inventory. System, 38(2), 211-227. https://doi.org/10.1016/j.system.2010.03.003

Aliakbari, M., Khany, R., & Adibpour, M. (2020). EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships. TESOL Journal, 11(1), 1-20. https://doi.org/10.1002/tesj.461

Amirian, S. M. R., Ghaniabadi, S., Heydarnejad, T., & Abbasi, S. (2022). The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education. Journal of Applied Research in Higher Education. https://doi.org/10.1108/jarhe-11-2021-0441

Aslan, A., Erten, İ. H., & Dikilitaş, K. (2022). In-service EFL teachers’ engagement in reflexive practice via video enhanced observation. Reflective Practice, 23(3), 422-436. https://doi.org/10.1080/14623943.2022.2042240

Ayoobiyan, H., & Rashidi, N. (2021). Can reflective teaching promote resilience among Iranian EFL teachers? A mixed-method design. Reflective Practice, 22(3), 293-305. https://doi.org/10.1080/14623943.2021.1873758

Baer, R. A., Carmody, J., & Hunsinger, M. (2012). Weekly change in mindfulness and perceived stress in a mindfulness‐based stress reduction program. Journal of Clinical Psychology, 68(7), 755-765. https://doi.org/10.1002/jclp.21865

Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://psycnet.apa.org/doi/10.1037/0033-295X.84.2.191

Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: the role of personal values and motivations for teaching. Frontiers in Psychology, 10, 16-35. https://doi.org/10.3389/fpsyg.2019.01645

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Aderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241. https://doi.org/10.1093/clipsy.bph077

Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychology Review. 34, 139-153. https://doi.org/10.1207/s15326985ep3403_1

Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 211-237. https://doi.org/10.1080/10478400701598298

Buric, I., & Kim, L. (2020). Teacher self-efficacy, instructional quality, and ´ student motivational beliefs: an analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302

Chang, M. L., & Taxer, J. (2020). Teacher emotion regulation strategies in response to classroom misbehavior. Teachers and Teaching, 27(5), 353-369. https://doi.org/10.1080/13540602.2020.1740198

Chen, J. & Cheng, T. (2021). Review of research on teacher emotion during 1985–2019: a descriptive quantitative analysis of knowledge production trends. Eur J Psychol Educ, 37, 417–438. https://doi.org/10.1007/s10212-021-00537-1

Cooper, T. C. (2001). Foreign language style and personality. Foreign Language Annals, 34, 301-316. https://doi.org/10.1111/j.1944-9720.2001.tb02062.x

Davis, D. M., & Hayes, J. A. (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, 48, 198-208. doi: 10.1037/a0022062

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. DC Heath.

Emerson, L. M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8, 1136-1149. https://doi.org/10.1007/s12671-017-0691-4

Evans, C., Harkins, M. J., & Young, J. D. (2008). Exploring teaching styles and cognitive styles: evidence from school teachers in Canada. North American Journal of Psychology, 10(3), 567-582.

Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.

Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13-37. https://doi.org/10.30466/ijltr.2021.121043

Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195. https://doi.org/10.1111/mbe.12026

Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness. 7(1), 155-163. https://doi.org/10.1007/s12671-015-0461-0

Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & E. A. Linnenbrink (Eds.), International handbook of emotions in education (pp. 494-519). Routledge.

Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264. https://doi.org/10.1080/00461520. 2021.1985501

Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and when? Between- and within person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology, 11, 1092. https://doi.org/10.3389/fpsyg.2020.01092

Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing leaning by understanding teaching and learning style. Alliance Publishers.

Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (ed.), Handbook of emotion regulation (pp. 3–24). Guilford Press.

Gross J. J. (1998a). Antecedent-and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. J. Pers. Soc. Psychol. 74, 224–237. https://doi.org/10.1037/0022-3514.74.1.224

Gross, J. J. (1998b). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271

Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (2^nd ed.) (pp. 3-20). Guilford.

Gross, J. J., & Barrett, L. F. (2011). Emotion generation and emotion regulation: one or two depends on your point of view. Emotion Review, 3(1), 8-16. https://doi.org/10.1177/1754073910380974

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-370. https://doi.org/10.1037/0022-3514.85.2.348

Heidari, F., Nourmohammadi, E., & Nowrouzi, H. (2012). On the relationship between Iranian EFL teachers’- self-efficacy beliefs and their teaching styles. International Journal of Linguistics. 4(3), 536-550. https://doi.org/10.5296/ijI.v4i3.2089

Helsin, P. A. (1997). Boosting empowerment by developing self-efficacy. Asia Pacific Journal of Human Resources, 37, 52–64. https://doi.org/10.1177/103841119903700105

Heydarnejad, T., Zareian, G., Ghaniabadi, S., & Adel, S. M. R. (2021). Measuring language teacher emotion regulation: development and validation of the language teacher emotion regulation inventory at workplace (LTERI). Frontiers in Psychology, 12, 708888. https://doi.org/10.3389/fpsyg.2021.708888

Iani, L., Lauriola, M., Chiesa, A., & Cafaro, V. (2019). Associations between mindfulness and emotion regulation: the key role of describing and non-reactivity. Mindfulness, 10, 366-375. https://doi.org/10.1007/s12671-018-0981-5

Jacob, B., Frenzel, A. C., & Stephens, E. J. (2017). Good teaching feels good - but what is “good teaching”? Exploring teachers’ definitions of teaching success in mathematics. ZDM Math. Educ. 49, 461–473. doi: 10.1007/s11858-017-0848-6

Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. Routledge Falmer.

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693

Jöreskog, K. G., & Sörbom, D. (1990). Model search with TETRAD II and LISREL. Sociological Methods & Research, 19(1), 93-106. https://doi.org/10.1177/0049124190019001004

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology-science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016

Karimnia, A., & Mohammadi, N. (2019). The effects of teachers’ gender, teaching experience, and brain dominance on their teaching styles. International Journal of Research in English Education, 4(1), 37-46. http://dx.doi.org/10.29252/IJREE.4.1.37

Kazemi, A. & Soleimani, N. (2013). On Iranian EFL teachers’ dominant teaching styles in private language centers: teacher centered or student-centered? International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4(1), 193-202.

Kharlay, O., Wei, W., & Philips, J. (2022). How do I teach? Exploring knowledge of reflective practice among in-service EFL teachers in Ukraine. Teachers and Teaching, 28(2), 188-205. https://doi.org/10.1080/13540602.2022.2062709

Kozikoglu I., & Babacan N. (2019). The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology. J. Lang. Linguistic Stud. 15, 20–33. https://doi.rg/10.17263/jlls.547594

Kuru Gönen, S. I. (2022). Mindfulness-based practices for EFL Teachers: Sample tasks and insights to cultivate mindfulness. Focus on ELT Journal, 4(3), 78-93. https://doi.org/10.14744/felt.2022.4.3.6

Lawrence-Wilkes, L., & Ashmore, L. (2014). The reflective practitioner in professional education. Palgrave Macmillan.

Ma, Y. (2022). The effect of teachers’ self-efficacy and creativity on English as a foreign language learners’ academic achievement. Frontiers in Psychology, 13, 872147. https://doi.org/10.3389/fpsyg.2022.872147

Malmir, A., & Mohammadi, P. (2018). Teachers’ reflective teaching and self-efficacy as predicators of their professional success: A case of Iranian EFL teachers. Research in English Language Pedagogy, 6(1), 117-138. https://doi.org/10.30486/relp.2018.538818

Martin, L. E., & Mulvihill, T. M. (2019). Voices in education: Teacher self-efficacy in education. The Teacher Educator, 54(3), 195-205. https://doi.org/10.1080/08878730.2019.1615030

Meyer, L., & Eklund, K. (2020). The impact of a mindfulness intervention on elementary classroom climate and student and teacher mindfulness: A pilot study. Mindfulness, 11, 991-1005. https://doi.org/10.1007/s12671-020-01317-6

Mischel, W., Ayduk, O. (2004). Willpower in a cognitive-affective processing system: The dynamics of delay of gratification. In Baumeister, R.F., Vohs, K.D. Handbook of self-regulation: Research, theory, and applications (pp. 99-129). Guilford.

Morris, S., & King, J. (2018). Teacher frustration and emotion regulation in university language teaching. Chinese Journal of Applied Linguistics, 41(4), 433-452. https://doi.org/10.1515/cjal-2018-0032

Mousapour, G., & Khorram, A. (2015). The relationship between Iranian EFL teachers' emotional intelligence and their teaching styles. International Journal of Research Studies in Language Learning, 4(4), 3-14.

Namaziandost, E., Heydarnejad, T., & Rezai, A. (2023). Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: examining possible relationships. Current Psychology 41(12), 1-25. https://doi.org/10.1007/s12144-022-03786-5

Namaziandost, E., Heydarnejad, T., Rahmani Doqaruni, V., & Azizi, Z. (2022). Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger. Current Psychology, 41(11), 1-17. https://doi.org/10.1007/s12144-022-04041

Putwain, D. & von der Embse, N. P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from curriculum changes and teacher stress. Educational Psychology, 39(1), 51-64. https://doi.org/10.1080/01443410.2018

Rashtchi, M., & Sanayi Mashhour, H. (2019). Extravert and introvert EFL teachers: How do reflective teaching and burnout relate? Journal of Applied Linguistics and Language Research, 6(3), 73-88. http://www.jallr.com/index.php/JALLR/article/view/1012/pdf1012

Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics. Routledge.

Richards, J. C. (2020). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. https://doi.org/10.1177/0033688220927531

Schmeichel, B. J., & Baumeister, R. F. (2004). Self-regulatory strength. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 84-98). Guild- ford Press.

Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338. https://doi.org/10.3200/JOER.99.6.323-338

Schunk, D. H., & Pajares, F. (2002). The development of academic Self-Efficacy. In Elsevier eBooks (pp. 15–31). https://doi.org/10.1016/b978-012750053-9/50003-6

Shirazizadeh, M., Tajik, L., & Amanzadeh, H. (2019). Refection, resilience and role stress among Iranian EFL teachers: A mixed methods study. Issues in Language Teaching, 8(2), 1-24. https://doi.org/10.22054/ilt.2020.48955.448

Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers’ emotion regulation and classroom management. Theory into Practice, 48(2), 130-137. https://doi.org/10.1080/00405840902776418

Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how.” Journal of Teaching and Teacher Education, 74, 180-189. https://doi.org/10.1016/j.tate.2018.05.008

Taylor, L. P., Newberry, M., & Clark, S. K. (2020). Patterns and progression of emotion experiences and regulation in the classroom. Teaching and Teacher Education, 93, 103081. https://doi.org/10. 1016/j.tate.2020.103081

Tompson, G. H., & Dass, P. (2000). Improving students’ self-efficacy in strategic management: the relative impact of cases and simulations. Simulation Gaming, 31, 22-41. https://doi.org/10.1177/104687810003100102

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202

Weston, R., & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719-751. https://doi.org/10.1177/0011000006286345

Wood, A. M., Maltby, J., Stewart, N., Linley, P. A., & Joseph, S. (2008). A Social-cognitive model of trait and state levels of gratitude. Emotion, 8(2), 281-290. https://doi.org/10.1037/1528-3542.8.2.281

Zangenehvandi, M., Farahian, M., & Gholami, H. (2014). On the relationship between EFL teachers’ critical thinking and self-efficacy. Modern Journal of Language Teaching Methods, 4(2), 282-293.

Zarrinabadi, N., Rezazadeh, M., & Mohammadzadeh Mohammadabadi, A. (2022). L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL. Computer Assisted Language Learning, 1-18. https://doi.org/10.1080/09588221.2022.2108061

Zhang, H., Yuan, R. & He, X. (2020). Investigating university EFL teachers’ perceptions of critical thinking and its teaching: Voices from China. The Asia-Pacific Education Researcher, 29(5), 483-493. https://doi.org/10.1007/s40299-020-00500-6.

Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context

References

References

Volume 12, Issue 2 - Serial Number 24
October 2024
Pages 1-29

Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context

References

References

Volume 12, Issue 2 - Serial Number 24October 2024Pages 1-29

Volume 12, Issue 2 - Serial Number 24
October 2024
Pages 1-29