teaching commitment

A significant research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in second language classrooms. As a result, teacher-related variables have enjoyed much research attention over the recent decades in both mainstream education and English Language Teaching (ELT). Likewise, the present study was set to test a structural model of collective teacher efficacy, teacher self-efficacy, job satisfaction, and teaching commitment, and specifically to examine the hypothesis that teaching commitment mediates the effects of collective teacher efficacy and teacher self-efficacy on job satisfaction. Using a sample of 312 Iranian EFL teachers, structural equation modeling (SEM) was conducted to establish the structural model. The findings of a confirmatory factor analysis (CFA) confirmed the fitness of both the employed scales and the structural model.  The findings and implications of the present study are finally discussed.

Although teacher-related factors have been regarded as significant elements in shaping the educational system, there is a scarcity of research regarding the relationship between teachers’ online knowledge sharing, commitment, and teachers’ self-efficacy. In this study, a quantitative correlational methodology and structural equation modeling were employed to address the research hypotheses. To achieve this, 113 English as a Foreign Language (EFL) teachers were selected through convenience sampling. Three questionnaires—namely, online knowledge sharing behavior, teaching commitment, and teachers' self-efficacy—were utilized to collect the data. The findings showed that knowledge sharing had a significant effect on teachers' commitment. Additionally, knowledge sharing had a significant effect on self-efficacy, which acted as a mediating variable. Furthermore, self-efficacy affected teachers' teaching commitment. Self-efficacy as a mediating variable strengthens the effect of knowledge sharing on teaching commitment. Overall, the findings supported the proposed hypothetical model of the variables. These results carry significance both theoretically and practically and provide valuable insights.