1- PhD student, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Assistant Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,nooshin.taghinejad@iau.ac.ir
3- Assistant Professor, Department of Psychology, BL.C., Islamic Azad University, Bandar Lengeh, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Assistant Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,
3- Assistant Professor, Department of Psychology, BL.C., Islamic Azad University, Bandar Lengeh, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
Abstract: (20 Views)
Objective: Teacher emotions play a critical role in both the quality of students’ learning and teachers’ psychological well-being. The present study aimed to investigate the mediating role of teacher self-efficacy in the relationship between responsibility attitude and teaching emotions.
Methods: This descriptive-correlational study employed structural equation modeling. The statistical population included all elementary school teachers in Bandar Abbas during the 2023–2024 academic year, from whom 330 teachers (250 women and 80 men) were selected through stratified random sampling. Participants completed the Personal Responsibility Scale by Ahlman and Karabenick (2013), the Teacher Self-Efficacy Scale by Tschannen-Moran and Woolfolk (2001), and the Teaching Emotions Scale by Villavicencio (2010). Data were analyzed using structural equation modeling and bootstrap methods.
Results: The results showed that responsibility attitude had a positive and significant direct effect on teacher self-efficacy, and teacher self-efficacy had a positive and significant effect on teaching emotions. Moreover, the indirect effect of responsibility attitude on teaching emotions through teacher self-efficacy was significant. Model fit indices indicated good fit for the final model.
Conclusions: The findings highlight the important mediating role of teacher self-efficacy in transmitting the effect of responsibility attitude on teaching emotions. Therefore, strengthening teachers’ sense of responsibility and enhancing their self-efficacy beliefs can facilitate the experience of positive emotions in the teaching process.
Methods: This descriptive-correlational study employed structural equation modeling. The statistical population included all elementary school teachers in Bandar Abbas during the 2023–2024 academic year, from whom 330 teachers (250 women and 80 men) were selected through stratified random sampling. Participants completed the Personal Responsibility Scale by Ahlman and Karabenick (2013), the Teacher Self-Efficacy Scale by Tschannen-Moran and Woolfolk (2001), and the Teaching Emotions Scale by Villavicencio (2010). Data were analyzed using structural equation modeling and bootstrap methods.
Results: The results showed that responsibility attitude had a positive and significant direct effect on teacher self-efficacy, and teacher self-efficacy had a positive and significant effect on teaching emotions. Moreover, the indirect effect of responsibility attitude on teaching emotions through teacher self-efficacy was significant. Model fit indices indicated good fit for the final model.
Conclusions: The findings highlight the important mediating role of teacher self-efficacy in transmitting the effect of responsibility attitude on teaching emotions. Therefore, strengthening teachers’ sense of responsibility and enhancing their self-efficacy beliefs can facilitate the experience of positive emotions in the teaching process.
Keywords: Responsibility Attitude, Teacher Self-Efficacy, Teaching Emotions, Elementary School Teachers
Type of Study: Original |
Subject:
Educational Psychology
Received: 2026/01/21 | Accepted: 2026/03/25
Received: 2026/01/21 | Accepted: 2026/03/25
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