نمایش مختصر رکورد

dc.contributor.authorNamaziandost, Ehsanen_US
dc.contributor.authorHeydarnejad, Taherehen_US
dc.contributor.authorAzizi, Zeinaben_US
dc.date.accessioned1402-01-21T07:53:09Zfa_IR
dc.date.accessioned2023-04-10T07:53:11Z
dc.date.available1402-01-21T07:53:09Zfa_IR
dc.date.available2023-04-10T07:53:11Z
dc.date.issued2022-11-01en_US
dc.date.issued1401-08-10fa_IR
dc.date.submitted2023-01-03en_US
dc.date.submitted1401-10-13fa_IR
dc.identifier.citationNamaziandost, Ehsan, Heydarnejad, Tahereh, Azizi, Zeinab. (2022). The Impacts of Reflective Teaching and Emotion Regulation on Work Engagement: Into Prospect of Effective Teaching in Higher Education. Teaching English Language, 17(1), 139-170. doi: 10.22132/tel.2022.164264en_US
dc.identifier.issn2538-5488
dc.identifier.issn2538-547X
dc.identifier.urihttps://dx.doi.org/10.22132/tel.2022.164264
dc.identifier.urihttp://www.teljournal.org/article_164264.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/951393
dc.description.abstractReflective teaching (RT) and emotion regulation (ER) empowers teachers to observe and evaluate themselves. Despite the long history of RT and ER, little is known about how they can influence teacher work engagement (WE). Thereby, the current research aimed at examining a structural model of English as a Foreign Language university professors' RT, ER, and WE. In so doing, the researchers administered the English Language Teacher Reflective Inventory, The Language Teacher Emotion Regulation Inventory, and The Engaged Teacher Scale to 341 EFL university professors. They used a Structural Equation Modelling to analyze the collected data. Findings reflected that university professors with higher reflective teaching practices were more engaged in job duties. Moreover, the findings documented that the participants who were more reflective in their teaching had higher emotion regulation. The findings offer some implications for different stakeholders.en_US
dc.format.extent486
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherTeaching English Language and Literature Society of Iran (TELLSI)en_US
dc.publisherانجمن آموزش زبان و ادبیات انگلیسی ایران (تلسی)fa_IR
dc.relation.ispartofTeaching English Languageen_US
dc.relation.ispartofTeaching English Languagefa_IR
dc.relation.isversionofhttps://dx.doi.org/10.22132/tel.2022.164264
dc.subjectemotion regulationen_US
dc.subjectreflective teachingen_US
dc.subjectIranian Higher Education Contextsen_US
dc.subjectwork engagementen_US
dc.subjectUniversity professorsen_US
dc.titleThe Impacts of Reflective Teaching and Emotion Regulation on Work Engagement: Into Prospect of Effective Teaching in Higher Educationen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentDepartment of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iranen_US
dc.contributor.departmentDepartment of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iranen_US
dc.contributor.departmentTeaching English and Linguistics Department, Ayatollah Ozma Borujerdi University, Borujerd, Iranen_US
dc.citation.volume17
dc.citation.issue1
dc.citation.spage139
dc.citation.epage170
nlai.contributor.orcid0000-0002-8393-2537


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