Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment

References

Abednia, Arman. 2012. Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education 28(5). 706–717. https://doi.org/10.1016/j.tate.2012.02.005.Search in Google Scholar

Alamer, Abdullah. 2021. Grit and language learning: Construct validation of an L2-grit scale and its relation to later vocabulary knowledge. Educational Psychology 41(5). 544–562. https://doi.org/10.1080/01443410.2020.1867076.Search in Google Scholar

Andreasen, Johan Kristian, Cato R. P. Bjørndal & Velibor Bobo Kovač. 2019. Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers. Teaching and Teacher Education 85. 281–291. https://doi.org/10.1016/j.tate.2019.05.011.Search in Google Scholar

Avalos, Beatrice & Pilar Aylwin. 2007. How young teachers experience their professional work in Chile. Teaching and Teacher Education 23. 515–528. https://doi.org/10.1016/j.tate.2006.11.003.Search in Google Scholar

Azari Noughabi, Mostafa, Behzad Ghonsooly & Safoura Jahedizadeh. 2022. Modeling the associations between EFL teachers’ immunity, L2 grit, and work engagement. Journal of Multilingual and Multicultural Development. 1–16. https://doi.org/10.1080/01434632.2022.2088766.Search in Google Scholar

Bakker, Arnold B. & Evangelia Demerouti. 2008. Towards a model of work engagement. Career Development International 13(3). 209–223. https://doi.org/10.1108/13620430810870476.Search in Google Scholar

Bakker, Arnold B. & Matthijs P. Bal. 2010. Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology 83(1). 189–206. https://doi.org/10.1348/096317909X402596.Search in Google Scholar

Bakker, Arnold B. & Michael P. Leiter. 2017. Strategic and proactive approaches to work engagement. Organizational Dynamics 46(2). 67–75. https://doi.org/10.1016/j.orgdyn.2017.04.002.Search in Google Scholar

Ballantyne, Julie & Katie Zhukov. 2017. A good news story: Early-career music teachers’ accounts of their “flourishing” professional identities. Teaching and Teacher Education 68. 241–251. https://doi.org/10.1016/j.tate.2017.08.009.Search in Google Scholar

Bao, Chunrong, Lawrence Jun Zhang & Helen R. Dixon. 2022. Emotional labor in teaching Chinese as an additional language in a family-based context in New Zealand: A Chinese teacher’s case. Frontiers in Psychology 13. 902700. https://doi.org/10.3389/fpsyg.2022.902700.Search in Google Scholar

Barkhuizen, Gary. 2016. Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal 47(1). 25–42. https://doi.org/10.1177/0033688216631222.Search in Google Scholar

Beijaard, Douwe, Nico Verloop & Jan D. Vermunt. 2000. Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education 16. 749–764. https://doi.org/10.1016/S0742-051X(00)00023-8.Search in Google Scholar

Beijaard, Douwe, Paulien C. Meijer & Nico Verloop. 2004. Reconsidering research on teachers’ professional identity. Teaching and Teacher Education 20(2). 107–128. https://doi.org/10.1016/j.tate.2003.07.001.Search in Google Scholar

Beltman, Susan, Christine Glass, Judith Dinham, Beryl Chalk & Bich Nguyen. 2015. Drawing identity: Beginning pre-service teachers’ professional identities. Issues in Educational Research 25(3). 225–245.Search in Google Scholar

Benesch, Sarah. 2018. Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System 79. 60–69. https://doi.org/10.1016/j.system.2018.03.015.Search in Google Scholar

Borg, Simon. 2018. Teachers’ beliefs and classroom practices. In Peter Garrett & Josep M. Cots (eds.), The Routledge handbook of language awareness, 75–91. New York, NY: Routledge.10.4324/9781315676494-5Search in Google Scholar

Botes, Elouise, Jean-Marc Dewaele & Samuel Greiff. 2021. The development and validation of the short form of the foreign language enjoyment scale (S-FLES). Modern Language Journal 105(4). 1–19. https://doi.org/10.1111/modl.12741.Search in Google Scholar

Bukor, Emese. 2015. Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves. Teachers and Teaching 21(3). 305–327. https://doi.org/10.1080/13540602.2014.953818.Search in Google Scholar

Burić, Irena & Ivana Macuka. 2018. Self-efficacy, emotions and work engagement among teachers: A two wave cross-lagged analysis. Journal of Happiness Studies 19(7). 1917–1933. https://doi.org/10.1007/s10902-017-9903-9.Search in Google Scholar

Burić, Irena, Lisa E. Kim & Flaviu Hodis. 2021. Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors. Journal of Educational Psychology 113(6). 1227. https://doi.org/10.1037/edu0000654.Search in Google Scholar

Butakor, Paul K., Qi Guo & Atinuke O. Adebanji. 2021. Using structural equation modeling to examine the relationship between Ghanaian teachers’ emotional intelligence, job satisfaction, professional identity, and work engagement. Psychology in the Schools 58(3). 534–552. https://doi.org/10.1002/pits.22462.Search in Google Scholar

Canrinus, Esther T., Michelle Helms-Lorenz, Douwe Beijaard, Jaap Buitink & Adriaan Hofman. 2012. Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education 27. 115–132. https://doi.org/10.1007/s10212-011-0069-2.Search in Google Scholar

Capa-Aydin, Yesim, Semra Sungur & Esen Uzuntiryaki. 2009. Teacher self-regulation: Examining a multidimensional construct. Educational Psychology 29(3). 345–356. https://doi.org/10.1080/01443410902927825.Search in Google Scholar

Chen, Xinjie, Julie Lake & Amado M. Padilla. 2021. Grit and motivation for learning English among Japanese university students. System 96. 102411. https://doi.org/10.1016/j.system.2020.102411.Search in Google Scholar

Chen, Zan & Christine Goh. 2011. Teaching oral English in higher education: Challenges to EFL teachers. Teaching in Higher Education 16(3). 333–345. https://doi.org/10.1080/13562517.2010.546527.Search in Google Scholar

Cohen, Jacob. 1992. A power primer. Psychological Bulletin 112(1). 155–159. https://doi.org/10.1037/0033-2909.112.1.155.Search in Google Scholar

Datnow, Amanda, Lea Hubbard & Hugh Mehan. 2002. Educational reform implementation: A co-constructed process. London, UK: Routledge.Search in Google Scholar

Demir, Selcuk. 2020. The role of self-efficacy in job satisfaction, organizational commitment, motivation and job involvement. Eurasian Journal of Educational Research 20(85). 205–224. https://doi.org/10.14689/ejer.2020.85.10.Search in Google Scholar

Derakhshan, Ali, Jean-Marc Dewaele & Mostafa Azari Noughabi. 2022. Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System 109(102890). 1–12. https://doi.org/10.1016/j.system.2022.102890.Search in Google Scholar

Derakhshan, Ali, Vincent Greenier & Jalil Fathi. 2022. Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology. 1–20. https://doi.org/10.1007/s12144-022-03371-w.Search in Google Scholar

Dewaele, Jean-Marc. 2019. The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English foreign language learners. Journal of Language and Social Psychology 38(4). 523–535. https://doi.org/10.1177/0261927X19864996.Search in Google Scholar

Dewaele, Jean-Marc & Chengchen Li. 2022. Foreign language enjoyment and anxiety: Associations with general and domain-specific English achievement. Chinese Journal of Applied Linguistics 45. 32–48. https://doi.org/10.1515/CJAL-2022-0104.Search in Google Scholar

Dewaele, Jean-Marc, Christina Gkonou & Sarah Mercer. 2018a. Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? In Emotions in second language teaching, 125–141. Cham: Springer.10.1007/978-3-319-75438-3_8Search in Google Scholar

Dewaele, Jean-Marc, John Witney, Kazuya Saito & Livia Dewaele. 2018b. Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research 22. 676–697. https://doi.org/10.1177/1362168817692161.Search in Google Scholar

Dewaele, Jean-Marc, Kazuya Saito & Florentina Halimi. 2022. How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation. Language Teaching Research. 13621688221089601. https://doi.org/10.1177/13621688221089601.Search in Google Scholar

Dewaele, Jean-Marc & Peter D. MacIntyre. 2014. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching 4(2). 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5.Search in Google Scholar

Dewaele, Jean-Marc, Xinjie Chen, Amado M. Padilla & J. Lake. 2019. The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology 10. 2128. https://doi.org/10.3389/fpsyg.2019.02128.Search in Google Scholar

Diener, Ed, Stuti Thapa & Louis Tay. 2020. Positive emotions at work. Annual Review of Organizational Psychology and Organizational Behavior 7. 451–477. https://doi.org/10.1146/annurev-orgpsych012119-044908.Search in Google Scholar

Duckworth, Angela L., Christopher Peterson, Michael D. Matthews & Dennis R. Kelly. 2007. Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology 92(6). 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087.Search in Google Scholar

Elahi Shirvan, Majid & Abdullah Alamer. 2022. Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2075002.Search in Google Scholar

Fabelico, Fitzgerald & Bonimar Afalla. 2020. Perseverance and passion in the teaching profession: Teachers’ grit, self-efficacy, burnout, and performance. Journal of Critical Reviews 7. 108–119. https://doi.org/10.31838/jcr.07.11.17.Search in Google Scholar

Fathi, Jalil & Milad Naderi. 2022. Testing a structural model of teacher resilience, foreign language teaching enjoyment, and teaching engagement in an EFL context. Teaching English Language 16(2). 255–284. https://doi.org/10.22132/TEL.2022.159457.Search in Google Scholar

Fathi, Jalil, Mirosław Pawlak, Mariusz Kruk & Milad Naderi. 2023a. Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment. Language Teaching Research. 13621688231182176. https://doi.org/10.1177/13621688231182176.Search in Google Scholar

Fathi, Jalil, Mirosław Pawlak, Sepideh Mehraein, Hamed Mohammad Hosseini & Ali Derakhshesh. 2023b. Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners. System 115. 103067. https://doi.org/10.1016/j.system.2023.103067.Search in Google Scholar

Finney, Sara J. & Christine DiStefano. 2013. Nonnormal and categorical data in structural equation modeling. In Gregory, R. Hancock & Ralph, O. Mueller (ed.), A second course in structural equation modeling, 2nd edn., pp. 439–492. Charlotte, NC: Information Age.Search in Google Scholar

Flores, Maria Assunção & Christopher Day. 2006. Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education 22(2). 219–232. https://doi.org/10.1016/j.tate.2005.09.002.Search in Google Scholar

Fornell, Claes & David F. Larcker. 1981. Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research 18(1). 39–50. https://doi.org/10.1177/002224378101800104.Search in Google Scholar

Fredricks, Jennifer A. & Sandra D. Simpkins. 2013. Organized out-of-school activities and peer relationships: Theoretical perspectives and previous research. New Directions for Child and Adolescent Development 2013(140). 1–17. https://doi.org/10.1002/cad.20034.Search in Google Scholar

Fredrickson, Barbara L. 1998. What good are positive emotions? Review of General Psychology 2(3). 300–319. https://doi.org/10.1037/1089-2680.2.3.300.Search in Google Scholar

Freeman, Donald. 2002. The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching 35(1). 1–13.10.1017/S0261444801001720Search in Google Scholar

Frondozo, Cherry E., Ronnel B. King, Ma Jenina N. Nalipay & Imelu G. Mordeno. 2022. Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology 41. 5030–5033. https://doi.org/10.1007/s12144-020-01008-4.Search in Google Scholar

Fuller, Carol, Andy Goodwyn & Ellie Francis-Brophy. 2013. Advanced skills teachers: Professional identity and status. Teachers and Teaching 19(4). 463–474. https://doi.org/10.1080/13540602.2013.770228.Search in Google Scholar

Gao, Lori Xingzhen & Lawrence Jun Zhang. 2020. Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology 11(49653). 1–14. https://doi.org/10.3389/fpsyg.2020.549653.Search in Google Scholar

Ghanizadeh, Afsaneh & Fatemeh Moafian. 2010. The role of EFL teachers’ emotional intelligence in their success. ELT Journal 64(4). 424–435. https://doi.org/10.1093/elt/ccp084.Search in Google Scholar

Gong, Yang Frank, Chun Lai & Xuesong Andy Gao. 2022. Language teachers’ identity in teaching intercultural communicative competence. Language, Culture and Curriculum 35(2). 134–150. https://doi.org/10.1080/07908318.2021.1954938.Search in Google Scholar

Greenier, Vincent, Ali Derakhshan & Jalil Fathi. 2021. Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System 97. 102446. https://doi.org/10.1016/j.system.2020.102446.Search in Google Scholar

Hair, Joseph & Abdullah Alamer. 2022. Partial least squares structural equation modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics 1. 100027. https://doi.org/10.1016/j.rmal.2022.100027.Search in Google Scholar

Hair, Joseph, William C. Black, Barry J. Babin & Rolph E. Anderson. 2019. Multivariate data analysis, 8th edn. Upper Saddle River, NJ: Prentice Hall.Search in Google Scholar

Hakanen, Jari J., Arnold B. Bakker & Wilmar B. Schaufeli. 2006. Burnout and work engagement among teachers. Journal of School Psychology 43(6). 495–513. https://doi.org/10.1016/j.jsp.2005.11.001.Search in Google Scholar

Hall, Peter M. & Patrick J. W. McGinty. 1997. Policy as the transformation of intentions: Producing program from statute. The Sociological Quarterly 38. 439–467. https://doi.org/10.1111/j.1533-8525.1997.tb00487.x.Search in Google Scholar

Hashemi, Mohammad R., Mohammad Nabi Karimi & Mahdieh Mofidi. 2021. Developing and validating an EFL teacher professional identity inventory: A mixed methods study. MEXTESOL Journal 45. 1–18.10.61871/mj.v45n1-3Search in Google Scholar

Hayes, Andrew F. 2013. Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.Search in Google Scholar

Hong, Ji Y. 2010. Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education 26(8). 1530–1543. https://doi.org/10.1016/j.tate.2010.06.003.Search in Google Scholar

Hu, Li-tze & Peter M. Bentler. 1999. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal 6(1). 1–55. https://doi.org/10.1080/10705519909540118.Search in Google Scholar

Hutchins, Holly M. & Hilary Rainbolt. 2017. What triggers imposter phenomenon among academic faculty? A critical incident study exploring antecedents, coping, and development opportunities. Human Resource Development International 20(3). 194–214. https://doi.org/10.1080/13678868.2016.1248205.Search in Google Scholar

Jennings, Patricia A. & Mark T. Greenberg. 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.Search in Google Scholar

Jiang, Anne Li & Lawrence Jun Zhang. 2023. Understanding knowledge construction in a Chinese university EMI classroom: A translanguaging perspective. System 114. 103024. https://doi.org/10.1016/j.system.2023.103024.Search in Google Scholar

Jiang, Yan & Jean-Marc Dewaele. 2019. How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System 82(59). 13–25. https://doi.org/10.1016/j.system.2019.02.017.Search in Google Scholar

Jin, Yinxing & Lawrence Jun Zhang. 2019. A comparative study of two scales for foreign language classroom enjoyment. Perceptual and Motor Skills 126(5). 1024–1041. https://doi.org/10.1177/0031512519864471.Search in Google Scholar

Jin, Yinxing & Lawrence Jun Zhang. 2021. The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism 24(7). 948–962. https://doi.org/10.1080/13670050.2018.1526253.Search in Google Scholar

Johnson, Karen E. & Paula R. Golombek. 2016. Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. New York, NY: Routledge.10.4324/9781315641447Search in Google Scholar

Kelchtermans, Geert. 1996. Teacher vulnerability: Understanding its moral and political roots. Cambridge Journal of Education 26(3). 307–323. https://doi.org/10.1080/0305764960260302.Search in Google Scholar

Kim, ChanMin, Dongho Kim, Jiangmei Yuan, Roger B. Hill, Prashant Doshi & Chi N. Thai. 2015. Robotics to promote elementary education pre-service teachers’ STEM engagement, learning, and teaching. Computers & Education 91. 14–31. https://doi.org/10.1016/j.compedu.2015.08.005.Search in Google Scholar

Klassen, Robert M., Sündüs Yerdelen & Tracy L. Durksen. 2013. Measuring teacher engagement: Development of the engaged teachers scale (ETS). Frontline Learning Research 2. 33–52. https://doi.org/10.14786/flr.v1i2.44.Search in Google Scholar

Kline, Rex B. 2016. Principles and practice of structural equation modeling, 6th edn. New York, NY: Guilford Press.Search in Google Scholar

Lasky, Sue. 2005. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education 21(8). 899–916. https://doi.org/10.1016/j.tate.2005.06.003.Search in Google Scholar

Liu, Eerdemutu & Junju Wang. 2021. Examining the relationship between grit and foreign language performance: Enjoyment and anxiety as mediators. Frontiers in Psychology 12(666892). 1–10. https://doi.org/10.3389/fpsyg.2021.666892.Search in Google Scholar

Liu, Honggang, Lawrence Jun Zhang & Vincent Greenier. 2022. Language teacher psychology: New perspectives in multilingual contexts. Frontiers in Psychology 13. 109726. https://doi.org/10.3389/fpsyg.2022.1109726.Search in Google Scholar

Liu, Li, Jalil Fathi, Seyyed Pedram Allahveysi & Kimia Kamran. 2023. A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers. Frontiers in Psychology 14. 1137357. https://doi.org/10.3389/fpsyg.2023.1137357.Search in Google Scholar

Li, Zhong. 2021. Teacher well-being in EFL/ESL classrooms. Frontiers in Psychology 12(732412). 1–4. https://doi.org/10.3389/fpsyg.2021.732412.Search in Google Scholar

Louis, Karen Seashore & Betsann Smith. 1992. Cultivating teacher engagement in breaking the iron law of social class. In Fred M. Newmann (ed.), Student engagement and achievement in American secondary schools, 119–152. New York, NY: Teachers College Press.Search in Google Scholar

MacIntyre, Peter D. & Laszlo Vincze. 2017. Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching 7(1). 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4.Search in Google Scholar

MacIntyre, Peter D. & Sarah Mercer. 2014. Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching 4(2). 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2.Search in Google Scholar

MacIntyre, Peter & Tammy Gregersen. 2012. Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching 2(2). 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4.Search in Google Scholar

Maiers, Angela & Amy Sandvold. 2017. The passion-driven classroom: A framework for teaching and learning, 2nd edn. New York, NY: Routledge.10.4324/9781315394749Search in Google Scholar

Marcia, James E. 2002. Identity and psychosocial development in adulthood. Identity 2(1). 7–28. https://doi.org/10.1207/S1532706XID020102.Search in Google Scholar

Martin, Andrew J. 2006. The relationship between teachers’ perceptions of student motivation and engagement and teachers’ enjoyment of and confidence in teaching. Asia-Pacific Journal of Teacher Education 34(1). 73–93. https://doi.org/10.1080/13598660500480100.Search in Google Scholar

Mazzetti, Greta, Enrique Robledo, Michela Vignoli, Gabriela Topa, Dina Guglielmi & Wilmar B. Schaufeli. 2023. Work engagement: A meta-analysis using the job demands-resources model. Psychological Reports 126(3). 1069–1107. https://doi.org/10.1177/00332941211051988.Search in Google Scholar

Mérida-López, Sergio, Natalio Extremera & Lourdes Rey. 2017. Contributions of work-related stress and emotional intelligence to teacher engagement: Additive and interactive effects. International Journal of Environmental Research and Public Health 14(10). 1156. https://doi.org/10.3390/ijerph14101156.Search in Google Scholar

Mierzwa, Ewelina. 2019. Foreign language learning and teaching enjoyment: Teachers’ perspectives. Journal of Education, Culture and Society 10(2). 170–188. https://doi.org/10.15503/jecs20192.170.188.Search in Google Scholar

Mora, Alberto, Paulina Trejo & Ruth Roux. 2016. The complexities of being and becoming language teachers: Issues of identity and investment. Language and Intercultural Communication 16(2). 182–198. https://doi.org/10.1080/14708477.2015.1136318.Search in Google Scholar

Moskowitz, Sharona & Jean-Marc Dewaele. 2021. Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching 15(2). 117–130. https://doi.org/10.1080/17501229.2019.1707205.Search in Google Scholar

Nazari, Mostafa & Parastoo Alizadeh Oghyanous. 2021. Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study. Cogent Education 8(1). 1–15. https://doi.org/10.1080/2331186X.2021.1892943.Search in Google Scholar

Nguyen, Huong Tran. 2008. Conceptions of teaching by five Vietnamese American pre-service teachers. Journal of Language, Identity & Education 7(2). 113–136. https://doi.org/10.1080/15348450801970654.Search in Google Scholar

O’Connor, Kate Eliza. 2008. “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education 24(1). 117–126. https://doi.org/10.1016/j.tate.2006.11.008.Search in Google Scholar

O’Neal, Colleen R., Antoinette Goldthrite, Lynsey Weston Riley & Ranga K. Atapattu. 2018. A reciprocal, moderated mediation model of grit, engagement, and literacy achievement among dual language learners. Social Development 27(3). 665–680. https://doi.org/10.1111/sode.12288.Search in Google Scholar

Pennington, Martha C. 2015. Teacher identity in TESOL: A frames perspective. In Yin Ling Cheung, Selim Ben Said & Kwanghyun Park (eds.), Advances and current trends in language teacher identity research, 67–97. London: Routledge.10.4324/9781315775135-2Search in Google Scholar

Perera, Harsha N., Lucie Vosicka, Helena Granziera & Peter McIlveen. 2018. Towards an integrative perspective on the structure of teacher work engagement. Journal of Vocational Behavior 108(8). 28–41. https://doi.org/10.1016/j.jvb.2018.05.006.Search in Google Scholar

Podsakoff, Philip M. & Dennis W. Organ. 1986. Self-reports in organizational research: Problems and prospects. Journal of Management 12(4). 531–544. https://doi.org/10.1177/014920638601200408.Search in Google Scholar

Pourtousi, Zahra & Afsaneh Ghanizadeh. 2020. Teachers’ motivation and its association with job commitment and work engagement. Psychological Studies 65(4). 455–466. https://doi.org/10.1007/s12646-020-00571-x.Search in Google Scholar

Prior, Matthew T. 2019. Elephants in the room: An “affective turn,” or just feeling our way? Modern Language Journal 103(2). 516–527. https://doi.org/10.1111/modl.12573.Search in Google Scholar

Proietti Ergün, Anna Lia & Jean-Marc Dewaele. 2021. Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian? System 99(102506). 1–12. https://doi.org/10.1016/j.system.2021.102506.Search in Google Scholar

Raina, Khushboo & Puja Khatri. 2015. Faculty engagement in higher education: Prospects and areas of research. On the Horizon: The Strategic Planning Resource for Education Professionals 23(4). 285–308. https://doi.org/10.1108/OTH-03-2015-0011.Search in Google Scholar

Robertson-Kraft, Claire & Angela Lee Duckworth. 2014. True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record 116(3). 1–27. https://doi.org/10.1177/016146811411600306.Search in Google Scholar

Schaufeli, Wilmar B. 2017. Applying the job demands-resources model: A “how to” guide to measuring and tackling work engagement and burnout. Organizational Dynamics 46(2). 120–132. https://doi.org/10.1016/j.orgdyn.2017.04.008.Search in Google Scholar

Schaufeli, Wilmar B. & Arnold B. Bakker. 2003. Utrecht work engagement scale (UWES) preliminary manual (Version 1, November 2003). Utrecht, The Netherlands: Occupational Health Psychology Unit, Utrecht University. https://doi.org/10.1037/t76451-000.Search in Google Scholar

Schaufeli, Wilmar B., Marisa Salanova, Vicente González-Romá & Arnold B. Bakker. 2002. The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies 3. 71–92. https://doi.org/10.1023/A:1015630930326.10.1023/A:1015630930326Search in Google Scholar

Seligman, Martin E. P. 2006. Afterword: Breaking the 65 % barrier. In Mihaly Csikszentmihalyi & Isabella Selega Csikszentmihalyi (eds.), A life worth living: Contributions to positive psychology, 230–236. New York, NY: Oxford University Press.10.1093/oso/9780195176797.003.0014Search in Google Scholar

Seligman, Martin E. P. 2011. Flourish: A visionary new understanding of happiness and well-being. New York, NY: Simon and Schuster.Search in Google Scholar

Seligman, Martin E. P. 2012. Positive psychology in practice. Oxford, England: John Wiley & Sons.Search in Google Scholar

Seligman, Martin E. P. & Mihaly Csikszentmihalyi. 2000. Positive psychology: An introduction. American Psychologist 55(1). 5–14. https://doi.org/10.1037/0003-066X.55.1.5.Search in Google Scholar

Shrout, Patrick E. & Niall Bolger. 2002. Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods 7(4). 422–445. https://doi.org/10.1037/1082-989X.7.4.422.Search in Google Scholar

Simon-Maeda, Andrea. 2004. The complex construction of professional identities: Female EFL educators in Japan speak out. TESOL Quarterly 38(3). 405–436. https://doi.org/10.2307/3588347.Search in Google Scholar

Skinner, Barbara, Gerard Leavey & Despina Rothi. 2021. Managerialism and teacher professional identity: Impact on well-being among teachers in the UK. Educational Review 73(1). 1–16. https://doi.org/10.1080/00131911.2018.1556205.Search in Google Scholar

Song, Ji Hoon, Dae Seok Chai, Junhee Kim & Sang Hoon Bae. 2018. Job performance in the learning organization: The mediating impacts of self-efficacy and work engagement. Performance Improvement Quarterly 30(4). 249–271. https://doi.org/10.1002/piq.21251.Search in Google Scholar

Sudina, Ekaterina, Tony Vernon, Henry Foster, Heather Del Villano, Shoshannah Hernandez, Daniel Beck & Luke Plonsky. 2021. Development and initial validation of the L2-teacher grit scale. TESOL Quarterly 55(1). 156–184. https://doi.org/10.1002/tesq.581.Search in Google Scholar

Sun, Changkang, Xuechao Feng, Binghai Sun, Weijian Li & Chenyin Zhong. 2022. Teachers’ professional identity and burnout among Chinese female school teachers: Mediating roles of work engagement and psychological capital. International Journal of Environmental Research and Public Health 19(20). 13477. https://doi.org/10.3390/ijerph192013477.Search in Google Scholar

Sutherland, Louise, Sarah Howard & Lina Markauskaite. 2010. Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and Teacher Education 26(3). 455–465. https://doi.org/10.1016/j.tate.2009.06.006.Search in Google Scholar

Suzuki, Yuhei, Dai Tamesue, Kentaro Asahi & Yoshiki Ishikawa. 2015. Grit and work engagement: A cross-sectional study. PLoS One 10(9). e0137501. https://doi.org/10.1371/journal.pone.0137501.Search in Google Scholar

Tao, Jian & Xuesong Gao. 2017. Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education 63. 346–355. https://doi.org/10.1016/j.tate.2017.01.010.Search in Google Scholar

Tao, Jian & Xuesong Gao. 2018. Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes 49. 1–13. https://doi.org/10.1016/j.esp.2017.09.003.Search in Google Scholar

Thomas, Lynn & Catherine Beauchamp. 2011. Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education 27(4). 762–769. https://doi.org/10.1111/medu.12988.Search in Google Scholar

Timoštšuk, Inge & Aino Ugaste. 2012. The role of emotions in student teachers’ professional identity. European Journal of Teacher Education 35(4). 421–433. https://doi.org/10.1080/02619768.2012.662637.Search in Google Scholar

Topchyan, Ruzanna & Carol Woehler. 2021. Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement? Education and Urban Society 53(2). 119–145. https://doi.org/10.1177/0013124520926161.Search in Google Scholar

Vähäsantanen, Katja. 2015. Professional agency in the stream of change: Understanding educational change and teachers’ professional identities. Teaching and Teacher Education 47. 1–12. https://doi.org/10.1016/j.tate.2014.11.006.Search in Google Scholar

Van Der Want, Anna C., Perry Den Brok, Douwe Beijaard, Mieke Brekelmans, Luce C. A. Claessens & Helena J. M. Pennings. 2019. The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement. Professional Development in Education 45(3). 488–504. https://doi.org/10.1080/19415257.2018.1511453.Search in Google Scholar

Wang, Di & Lawrence Jun Zhang. 2021. Sustainability as a goal in teaching workforce retention: Exploring the role of teacher identity construction in preservice teachers’ job motivation. Sustainability 13(5). 2698. https://doi.org/10.3390/su13052698.Search in Google Scholar

Wang, Mingzhe & Lawrence Jun Zhang. 2023. Understanding teachers’ online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement. Heliyon 10. e16932. https://doi.org/10.1016/j.heliyon.2023.e16932.Search in Google Scholar

Wang, Yongliang, Ali Derakhshan & Mostafa Azari Noughabi. 2022. The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development. 1–17. https://doi.org/10.1016/j.learninstruc.2008.06.002.Search in Google Scholar

Watt, Helen M. G. & Paul W. Richardson. 2008. Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction 18(5). 408–428. https://doi.org/10.1016/J.LEARNINSTRUC.2008.06.002.Search in Google Scholar

Wei, Shuhua. 2008. Research on teachers’ professional identity. Nanjing, China: Southwest University.Search in Google Scholar

Xiao, Yan, Jalil Fathi & Farnoosh Mohammaddokht. 2022. Exploring a structural model of teaching enjoyment, teacher self-efficacy, and work engagement. Frontiers in Psychology 13(918488). 1–10. https://doi.org/10.3389/fpsyg.2022.918488.Search in Google Scholar

Xing, Zhaopeng. 2022. English as a foreign language teachers’ work engagement, burnout, and their professional identity. Frontiers in Psychology 13(916079). 1–8. https://doi.org/10.3389/fpsyg.2022.916079.Search in Google Scholar

Xu, Hao. 2013. From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China. Teaching and Teacher Education 31. 79–86. https://doi.org/10.1016/j.tate.2013.01.006.Search in Google Scholar

Yang, Li Francoise & Lawrence Jun Zhang. 2023. Self-regulation and student engagement with feedback: A case study of Chinese EFL student writers. Journal of English for Academic Purposes 63. 101226. https://doi.org/10.1016/j.jeap.2023.101226.Search in Google Scholar

Yuan, Rui & Lawrence Jun Zhang. 2020. Teacher metacognitions about identities: Case studies of four expert language teachers in China. TESOL Quarterly 54(4). 870–899. https://doi.org/10.1002/tesq.561.Search in Google Scholar

Zeng, Guang, Xinjie Chen, Hoi Yan Cheung & Kaiping Peng. 2019. Teachers’ growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators. Frontiers in Psychology 10(00839). 1–10. https://doi.org/10.3389/fpsyg.2019.00839.Search in Google Scholar

Zhang, Lawrence Jun. 2021. Curriculum innovation in language teacher education: Reflections on the PGDELT Program’s contribution to EFL teachers’ continuing professional development. Chinese Journal of Applied Linguistics 44(4). 535–450. https://doi.org/10.1515/CJAL-2021-0028.Search in Google Scholar

Zhang, Lawrence Jun, Abdulbaset Saeedian & Jalil Fathi. 2022. Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development. 1–16. https://doi.org/10.1080/01434632.2022.2102175.Search in Google Scholar

Zhang, Lawrence Jun & Donglan Zhang. 2015. Identity matters: An ethnography of two nonnative English-speaking teachers (NNESTs) struggling for legitimate professional participation. In Yin Ling Cheung, Selim Ben Said & Kwanghyun Park (eds.), Advances and current trends in language teacher identity research, 116–131. New York, NY: Routledge.Search in Google Scholar

Zhang, Lawrence Jun, Jalil Fathi & Farnoosh Mohammaddokht. 2023. Predicting teaching enjoyment from teachers’ perceived school climate, self-efficacy, and psychological wellbeing at work: EFL teachers. Perceptual and Motor Skills. 1–33. https://doi.org/10.1177/00315125231182269.Search in Google Scholar

Zhang, Lawrence Jun & Selim Ben Said. 2014. Preface: Toward a global understanding of local initiatives in language teaching and teacher education: Global rules, local roles. In Selim Ben Said & Lawrence Jun Zhang (eds.), Language teachers and teaching: Global perspectives, local initiatives, xviii–xxx. New York, NY: Routledge.Search in Google Scholar

Zhang, Leigang & Xiaofei Guo. 2023. Social support on calling: Mediating role of work engagement and professional identity. Career Development Quarterly 71. 97–110. https://doi.org/10.1002/cdq.12321.Search in Google Scholar

Zhao, Guoqing, Xuanyang Yang, Taotao Long & Rongchi Zhao. 2019. Teachers’ perceived professional development in a multi-regional community of practice: Effects of beliefs and engagement. Learning, Culture and Social Interaction 23. 1–11. https://doi.org/10.1016/j.lcsi.2019.100347.Search in Google Scholar

Zhao, Ying, Zeqing Zheng, Chenchen Pan & Lulu Zhou. 2021. Self-esteem and academic engagement among adolescents: A moderated mediation model. Frontiers in Psychology 12(690828). 1–10. https://doi.org/10.3389/fpsyg.2021.690828.Search in Google Scholar