چکیده:
Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To address this gap, the present study is an attempt to examine the connection between EFL teachers’ resilience and self-efficacy. In doing so, ninety-two EFL teachers completed Teacher Self-Efficacy Scale (TSES) and resilience scale (RISC). The findings showed the positive impact of different dimensions of self-efficacy on resilience. The results of the correlational analysis indicated that all three self-efficacy subscales had a significant positive relationship with teachers’ resilience. The results of multiple regression also suggested that, save for classroom management, two other subscales of efficacy as efficacy for student engagement and efficacy for instructional strategies were the good predictors of teacher resilience. In line with these findings, some suggestions for further research are provided and pedagogical implications are proposed.
خلاصه ماشینی:
The results of the correlational analysis indicated that all three self- efficacy subscales had a significant positive relationship with teachers’ resilience.
Motivated by the paucity of research in this era, the present study is an attempt to investigate the influential impact of self-efficacy in promoting resilience among ELT teachers.
Factors such as access to educational resources, receiving and enjoying support from their colleges and participating in the developmental program are all the ones that make them have more sense of efficacy (Ross & Bruce, 2007; Tschannen-Moran & Johnson, 2011).
But experience in most of the studies (Chan, 2008; Cruz & Arias, 2007; Huang, Liu, & Shiomi, 2007) is an important and determining factors in making sense of efficacy.
Then, the researcher distributed the two validated instruments of Tschannen- Moran &Woolfolk Hoy (2001) for measuring self-efficacy and the Connor-David son Resilience scale (2003).
It means that generally EFL teachers who are more efficacious in encouragement of students to participate in classroom activities, apply efficient and various teaching techniques, and deal with management-related issues are more resilient in adverse conditions or challenging situations.
The result of the study supports the theory of Bandura (1997) in which he proposed that teachers’ self- efficacy would be associated with the attempt that teachers invest in their teaching, the aims they set for themselves and their resilience in the face of setbacks.
Based on aforementioned findings, all subscales of self-efficacy (efficacy for student engagement, instructional strategies, and classroom management) measurably correlate with teachers’ resilience.