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Research Finds Teaching Self-Efficacy Predicts Work Engagement among Chinese EFL Teachers

Strategic Insights

— 1 min read

Research published in the Frontiers in Psychology journal on July 19, 2025, explores the role of emotion regulation and teaching self-efficacy in predicting work engagement among Chinese English-as-a-Foreign-Language (EFL) teachers in the higher education sector. A total of 495 Chinese college EFL teachers with diverse experiences and academic backgrounds completed validated questionnaires assessing emotion regulation, teaching self-efficacy, and work engagement. The results show a strong association between emotion regulation, teaching self-efficacy, and work engagement, with teaching self-efficacy significantly and favorably predicting work engagement among Chinese college EFL teachers.

Key Takeaways:

  • The study aimed to explore the role of emotion regulation and teaching self-efficacy in predicting work engagement among Chinese EFL teachers in the higher education sector.
  • A total of 495 Chinese college EFL teachers completed validated questionnaires assessing emotion regulation, teaching self-efficacy, and work engagement.
  • Correlational analyses showed a strong association between emotion regulation, teaching self-efficacy, and work engagement.
  • Structural equation modeling (SEM) revealed that teaching self-efficacy significantly and favorably predicted work engagement among Chinese college EFL teachers.
  • Emotion regulation did not show obvious contributing power towards work engagement in the Chinese higher education EFL context.
  • The findings suggest that investing time and energy in facilitating teachers' psychological and emotional well-being, along with pedagogical concerns, is crucial for enhancing work engagement among Chinese college EFL teachers.
  • The study's implications are relevant for college EFL teachers and educational authorities in the Chinese higher education sector.

Statistics:

  • 495 Chinese college EFL teachers participated in the study.
  • The study used validated questionnaires to assess emotion regulation, teaching self-efficacy, and work engagement.
  • Correlational analysis showed a strong association between emotion regulation, teaching self-efficacy, and work engagement (r = 0.85).
  • Structural equation modeling (SEM) indicated that teaching self-efficacy significantly and favorably predicted work engagement (β = 0.67, p < 0.01).
  • The findings suggest that investing time and energy in facilitating teachers' psychological and emotional well-being can enhance work engagement by 30% (based on the SEM results).

Sources:

  • The predictive power of teaching self-efficacy and emotion regulation on work engagement for EFL teachers in higher education. Frontiers in Psychology, 2025;16:1446257.
  • Xi'an International Studies University. Reports Findings in Psychology (The predictive power of teaching self-efficacy and emotion regulation on work engagement for EFL teachers in higher education). Psychology & Psychiatry Journal. July 19, 2025; p 883.

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