THE CONTRIBUTION OF PERCEIVED COLLECTIVE EFFICACY BELIEFS AND INTERPERSONAL EMOTION REGULATION TO TURKISH EFL TEACHERS’ JOB STRESS

The goal of this study was to explore the relationship between perceived job stress and a specific set of predictor variables among the selected university preparatory school EFL (English as a Foreign Language) teachers in Turkey. To comprehensively analyze the issue of perceived job stress, interpersonal emotion regulation, and teacher collective efficacy used as variables. The sample consisted of 48 EFL teachers in various Turkish university preparatory schools. It was hypothesized that high levels of teacher collective efficacy beliefs would be a negative predictor of perceived stress among the EFL teachers. A negative relationship was also predicted between interpersonal emotion regulation and perceived job stress levels among the selected teachers. The research hypotheses were tested using data collected through surveys. While the relationship between EFL teachers’ collective efficacy beliefs and interpersonal emotion regulation was significant, their perceived job stress and interpersonal emotion regulation were negatively related, but the association was not strong enough to reach a significant level. The results of the study indicated that demographic variables such as age, and the years of language teaching experience did not have any significant effect on teachers’ collective self-efficacy belief, perceived job stress, and interpersonal emotion regulation of the selected Turkish EFL Instructors in university preparatory programs. The study highlighted the fact that enhancing EFL teachers’ collective efficacy belief would reduce the tension teachers experience in the form of stress and would improve their emotion regulation skills.  Article visualizations

Examining the Interplay between English Language Teachers’ Mindset and Researcher Self-Efficacy Beliefs in the Use of Action Research

Action research offers teachers an empowering and transformative experience of professional engagement. Teachers engaging in action research are argued to develop their inquiry skills and to adopt a growth mindset in contrast to a fixed mindset. This study explored the complex relationship between teachers\u27-researcher self-efficacy beliefs and growth mindset hypothesizing that action research can impact.The participants of this study were composed of 219 practicing English language teachers who have had varying degrees of action research engagement during or after their graduate programs in English Language Teaching. A quantitative research design was used, and two questionnaires were employed. The findings showed that while teachers’ researcher efficacy beliefs are dramatically raised with the increase in their action research involvement, there was no noticeable relationship between teachers’ mindset and teacher-researcher self-efficacy beliefs. We drew critical implications for language teachers and provided recommendations for a sustainable engagement in action research, which could impact both self-efficacy and mindset