Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers
2023/07/03 by Lawrence Jun Zhang, Jalil Fathi, Farnoosh Mohammaddokht
Psychology · Social Sciences · #Educational Environments and Student Outcomes #Motivation and Self-Concept in Sports
paper · pdf · doi:10.1177/00315125231182269
crossref issued 2023/07/03 · crossref published 2023/07/03 · crossref published-online 2023/07/03 · openalex publication_date 2023/07/03 · crossref created 2023/07/03 · crossref published-print 2023/10/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/30 · openalex updated_date 2026/08/03
Abstract
We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales' construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs.
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