On the Relationship between Teacher Resilience and Self- efficacy: The Case of Iranian EFL Teachers

Document Type: Research Paper


1 Professor, Shiraz University

2 PhD candidate, Shiraz University


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.


Article Title [Persian]

رابطه بین خود کارآمدی و انعطاف‌پذیری معلمان زبان ایرانی

Authors [Persian]

  • سید آیت الله رزمجو 1
  • حکیمه ایوبیان 2
Abstract [Persian]

انعطاف پذیری معلم، به عنوان یک مسئله اخیر ، معلمان را قادر می سازد تا در مواجهه با شرایط چالش انگیز، مقاومت کرده و رشد کنند. اگرچه خودکارآمدی باعث بهبود انعطاف پذیری می شود،اما شواهد تجربی کمی برای بررسی این رابطه وجود دارد. برای رفع این شکاف، مطالعه حاضر تلاشی برای بررسی ارتباط بین انعطاف پذیری معلمان زبان انگلیسی و خودکارآمدی است. برای انجام این کار، نود و دو مدرس زبان انگلیسی دو پرسشنامه خودآمدی معلم(TSES)  و انعطاف پذیری (RISC)را تکمیل نمودند. یافته های تحقیق نشان داد که ابعاد مختلف خودکارآمدی با انعطاف پذیری رابطه معنادار و مثبتی دارد.همچنین، نتایج تجزیه و تحلیل همبستگی نشان داد که هرسه بعد خودکارآمدی رابطه مثبت و معناداری با انعطاف پذیری معلمان دارد. نتایج رگرسیون چندگانه نیز نشان می دهد که بجز بعد اثربخشی مدیریت کلاس درس، دو بعد دیگر خود کارآمدی، یعنی اثربخشی مشارکت دانش آموزان و اثربخشی استراتژی های آموزشی، پیش بینی کننده های خوبی برای انعطاف پذیری معلمان است. در راستای این یافته ها، برخی از پیشنهادات برای تحقیق بیشتر و کاربرد های آموزشی مربوطه نیز ارائه شده است.

Keywords [Persian]

  • معلمان زبان انگلیسی
  • خودکارآمدی
  • انعطاف پذیری معلمان
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