Screening English teachers’ professional identity, autonomy, and creativity and their relations with their success

doi:10.1016/j.tsc.2024.101535

科研成果详情

题名	Screening English teachers’ professional identity, autonomy, and creativity and their relations with their success
作者	Wang, Li; Dai, Jianchun
发表日期	2024-06-01
发表期刊	Thinking Skills and Creativity; 影响因子和分区
语种	英语
原始文献类型	Article
关键词	Autonomy Creativity EFL teachers Professional identity Success
摘要	Multiple factors contribute to the success of a teachers in their jobs, and these traits associated with teachers have become essential in the field of teacher education and development. Autonomy is a prominent teacher-related element that has been extensively researched and is considered a fundamental aspect of the educational system. Moreover, creativity has risen to prominence as a crucial talent in the 21st century, slowly gaining more attention from educators. The concept of Professional Identity (PI) holds a significant sway over how teachers perceive their roles, particularly in the modern educational landscape. Consequently, this correlational study aimed to explore whether autonomy, creativity, and PI among English as a Foreign Language (EFL) teachers could serve as predictors of their success. A cohort of 336 EFL educators participated by completing the relevant questionnaires. Through Structural Equation Modeling (SEM) analysis, it was established that all three variables could reasonably predict the success of EFL teachers. The model effectively elucidated around 76 % of the variance in teacher creativity, success, autonomy, and PI. These correlations were statistically significant at a confidence level of 95 %. Teacher creativity emerges as a substantial predictor of teacher success which means that as teachers exhibit greater creativity in their teaching approaches, their overall success in the field tends to increase. This finding underscores the importance of fostering creativity among educators, as it directly contributes to their effectiveness. Similarly, teacher autonomy also exerts a significant impact on teacher success which implies that teachers who perceive themselves as having more autonomy in their teaching roles are more likely to experience greater success. The outcomes of this study carry meaningful implications for stakeholders in the realm of EFL education.
资助项目	Department of Education of Zhejiang Province [Y202249723]
出版者	ELSEVIER SCI LTD
ISSN	1871-1871
EISSN	1878-0423
卷号	52
DOI	10.1016/j.tsc.2024.101535
页数	11
WOS类目	Education & Educational Research
WOS研究方向	Education & Educational Research
WOS记录号	WOS:001237711800001
收录类别	SCOPUS ; SSCI
URL	查看原文
SCOPUSEID	2-s2.0-85191892031
通讯作者地址	[Dai, Jianchun]School of Foreign Language Studies,Wenzhou Medical University,Zhejiang,Wenzhou,325035,China
Scopus学科分类	Education
引用统计
文献类型	期刊论文
条目标识符	https://kms.wmu.edu.cn/handle/3ETUA0LF/212703
专题	外国语学院
通讯作者	Dai, Jianchun
作者单位	School of Foreign Language Studies,Wenzhou Medical University,Wenzhou,325035,China
第一作者单位	外国语学院
通讯作者单位	外国语学院
第一作者的第一单位	外国语学院
推荐引用方式 GB/T 7714	Wang, Li,Dai, Jianchun. Screening English teachers’ professional identity, autonomy, and creativity and their relations with their success[J]. Thinking Skills and Creativity;,2024,52.
APA	Wang, Li, & Dai, Jianchun. (2024). Screening English teachers’ professional identity, autonomy, and creativity and their relations with their success. Thinking Skills and Creativity;, 52.
MLA	Wang, Li,et al."Screening English teachers’ professional identity, autonomy, and creativity and their relations with their success".Thinking Skills and Creativity; 52(2024).