Delving into the existing research on EFL teacher success (TS), the role of EFL teacher concern (TC) in relation to their success, EFL learners' general self-efficacy (GSE), and English self-efficacy (ESE) seems to be overlooked. Thus, the present endeavor attempts to shed light on the potential interrelationships between TC, TS, EFL learners'…

Considering the key role of organizational commitment in teachers' professional performance, many researchers have studied the predictors of this variable in different educational institutions. However, a short glance at the pertinent literature displays that most of the previous studies on this variable have been conducted in general education…

Perceived competence is considered an essential predictor of learner´s performance in language learning. It is therefore important to identify strategies that favor its development. This study aims to analyze whether the perceived linguistic competence of English as a L2 of pre-service teachers improves after implementing Dialogic Pedagogical…

The ability of students to deal with common academic difficulties is referred to as academic buoyancy. It can also be described as the capacity of students over obstacles and difficulties that are typical of the everyday school experience. The purpose of this research was to examine the connections between the academic buoyancy of Iranian…

In the contemporary age of ever-changing adaptations, transformations, and innovations in educational contexts, L2 teachers' affective responses to pedagogical complexities are likely to impact their performance. This study investigated whether L2 teachers' occupational stress predicts their turnover intentions via the mediation of grit,…

Research has found a positive correlation between the English proficiency, teaching self-efficacy and professional development (PD) of English-as-a-Foreign-Language teachers who are L2 speakers of English. Yet, there is scant research on these variables for teachers of other languages teaching in English-speaking countries. This mixed-methods…

This quantitative study investigated the relationship between ESOL co-teacher content certification and student achievement in secondary classrooms. The sample consisted of English Learners (ELs; N = 185) in a suburban district in Georgia. The study focused on three core content subjects: Algebra, Biology, and Economics. Content certification was…

Teacher enthusiasm is receiving remarkable scholarly attention in L2 education, and its effect on students' language learning outcomes has been extensively investigated. Nevertheless, exploring the antecedents of language teacher enthusiasm has received scant attention in foreign language education, particularly within the Chinese context. Thus,…

Self-efficacy, effectiveness, and work engagement are crucial factors influencing the quality of education and learning outcomes for English language learners. Despite their importance, research on the interplay among these factors in the context of English language teaching remains limited. This study aimed to explore the relationship between…

Language teacher immunity is conceptualized as a buffering mechanism protecting teachers amid the shifting sands of their teaching careers. Despite a noticeable interest drawn to this novel aspect of language teachers' professional identity, scant attention has been paid to examining its potential roles in classroom management. Therefore, this…

The evaluation of in-service teacher educators ' feedback on using Computer-Assisted Language Learning (CALL) processes is important for providing educational policymakers with the strengths and weaknesses of the Vadana platform. It proposes an integrated CALL evaluation scale (ICES) eliciting the in-service teacher educators' literacy of using…

Following the tenets of positive psychology, many researchers have explored the realm of teachers' emotions in the past decades. However, the number of studies observing teachers' psycho-emotional factors from a cross-cultural lens has been negligible. To fill this gap, This study examined the association among apprehension, resilience,…

Teacher absenteeism significantly impacts student achievement in the EFL acquisition process, as it is a strong predictor of exam scores and has a direct negative impact on learning. Previous studies have shown that teacher absenteeism leads to low exam scores, disrupting the learning process and thwarting psychological enthusiasm. This paper aims…

Despite the accumulated body of research on teachers' professional development few have offered a relationship between professional development and knowledge sharing or reflective practice. We investigated whether Iranian Teaching English as a foreign language (TEFL) teachers' reflective teaching and their knowledge sharing can predict their…

This study investigated the relationship between the emotional labor and burnout levels of English as a Foreign Language (EFL) teachers in language preparatory schools at Turkish universities. Data were collected from 179 EFL teachers from both state and foundation universities, using Turkish adaptations of the Emotional Labor Scale covering…