The Relationship between Self-efficacy and Stress among Iranian EFL Teachers

99 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers (2019, background): “More particularly, this finding supports the results of Vaezi and Fallah (2011) who found that self-efficacy is negatively correlated with teaching stress among Iranian EFL learners.”
Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction (2014, background): “…2003; Chen, Goddard, and Casper, 2004; Skaalvik and Skaalvik, 2007), with teachers more likely to be satisfied with their work when they feel confident in performing their major work-related tasks or attaining their work-related goals (e.g., Skaalvik and Skaalvik, 2007; Vaezi and Fallah, 2011).”
How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? (2015, background): “In another study conducted by Wriqi (2008), the participating teachers considered student quality, leadership and administration, working conditions and salary as the major factors responsible for their burnout and job dissatisfaction.”