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Language Teacher Education Research

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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