The Relationship Between Iranian EFL Teachers’ Self-Efficacy and Work Engagement

Document Type : Original Article

Authors

1 MA in TEFL, Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

2 Associate Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

3 Assistant Professor of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

Abstract

This study examined the association between teacher self-efficacy (TSE) and work engagement (WE) among Iranian English as a foreign language (EFL) teachers. Its novelty lies in jointly analyzing overall and dimension-level relationships and comparing the strength of the TSE–WE correlation across two teaching-experience groups. Using a cross-sectional correlational design, the data were collected from 106 teachers using the 24-item Teachers’ Sense of Efficacy Scale and the 17-item Utrecht Work Engagement Scale. Overall TSE was positively associated with overall WE (r = .598, p < .001). At the dimension level, classroom management efficacy showed the strongest association with WE (ρ = .541, p < .001); in the regression model, classroom management (β = .275, p = .013) and student engagement (β = .271, p = .010) accounted for the unique variance in WE. Vigor was the only WE dimension with a significant unique coefficient for TSE (β = .608, p < .001). The correlations for novice (r = .582) and experienced teachers (r = .601) did not differ significantly (Fisher’s z = −.146, p = .884). The findings support professional development that strengthens classroom management and learner engagement efficacy while also attending to teachers’ energy and well-being. The causal conclusions are not warranted.

Keywords

Main Subjects

Copyright © 2027 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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  • Receive Date: 14 May 2026
  • Revise Date: 19 July 2026
  • Accept Date: 20 July 2026
  • First Publish Date: 10 August 2026
  • Publish Date: 01 January 2027

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