All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

Teacher well-being has emerged as a critical determinant of teacher success and educational quality throughout the previous decade (Hascher et al., 2021).&nbsp; While individual factors like self-efficacy and emotional regulation are well-documented predictors of teacher well-being, collective dynamics such as teacher leadership and collective efficacy remain understudied in their predictive capacity. This study investigates whether these variables independently predict psychological well-being among Iranian EFL teachers, while identifying their relative predictive strength. Using validated instruments, 186 participants completed the Teacher Leadership Inventory (Angelle &amp; DeHart, 2010), Perceived Collective Teacher Efficacy Scale (Skaalvik &amp; Skaalvik, 2007), and Index of Psychological Well-Being at Work (Dagenais-Desmarais &amp; Savoie, 2012). Multiple regression analysis demonstrated that both variables significantly predict well-being, with collective efficacy demonstrating stronger predictive power. The study highlights the significance of fostering school-wide coordination and leadership structures that promote collective agency. Implications include integrating collaborative professional development programs and leadership training to enhance psychological well-being of teachers.

ltrq.2025.49.14.pdf

Original Research 

ltrq.2025.49.14.xml

Predicting Teacher Well-Being Through Teacher Leadership and Collective Teacher Efficacy

Listening is&nbsp;one of the most important communicative skills and at the same time the&nbsp;Achilles heel of many L2 learners as it entails multi-level cognitive processes&nbsp;(Lynch, 2002). Besides, the measures of self-efficacy, as Zimmerman and&nbsp;Martinez-Pons (1990) claim, are closely tied to effective use of learning&nbsp;strategies. Considering the key role that concept mapping, as an indispensable&nbsp;cognitive learning strategy, and self-efficacy play on an individual’s&nbsp;achievement (Bandura, 1997; Chularut &amp; DeBacker, 2004), the present study&nbsp;aimed to examine the influence of explicit teaching and utilization of concept&nbsp;mapping on Iranian EFL students’ listening achievement and perceived&nbsp;self-efficacy. The participants were sixty upper-intermediate university&nbsp;students, studying English as a foreign language. They were randomly assigned&nbsp;into two groups: One control and one experimental group, each containing thirty&nbsp;participants. The students in the experimental group were taught and trained to&nbsp;utilize concept mapping while doing listening tasks, and the instruments were a&nbsp;self-efficacy questionnaire and a test of listening achievement. The findings&nbsp;showed that the experimental group performed better in the listening&nbsp;achievement test after learning to use concept mapping. Likewise, their&nbsp;perceived self-efficacy in accomplishing listening tasks improved after the&nbsp;intervention period.

The Influence of Explicit Teaching and Utilization of Concept Mapping on EFL Students’ Listening Comprehension and Perceived Self-efficacy

ltrq.2021.21.02.xml