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: (49 Views)
Objective: Teachers’ emotions during the teaching process play a crucial role in students’ learning quality and teachers’ psychological well‑being. The present study aimed to examine the mediating role of teacher self‑efficacy in the relationship between school learning culture and emotionality in teaching.
Methods: This study employed a descriptive‑correlational design using structural equation modeling (SEM). The statistical population consisted of all elementary school teachers in Bandar Abbas during the 2023–2024 academic year. From this population, 330 teachers (250 women and 80 men) were selected through stratified random sampling. Participants completed the Learning Culture Questionnaire (Barnett et al., 2001), the Teacher Self‑Efficacy Scale (Tschannen‑Moran & Woolfolk Hoy, 2001), and the Teaching Emotionality Questionnaire (Villavicencio, 2010). Data were analyzed using structural equation modeling and the bootstrap method.
Results: The findings indicated that learning culture had a positive and significant direct effect on teacher self‑efficacy, and teacher self‑efficacy had a positive and significant direct effect on emotionality in teaching. Moreover, the indirect effect of learning culture on teaching emotionality through teacher self‑efficacy was significant. Model fit indices indicated a good fit for the final model.
Conclusions: The results suggest that teacher self‑efficacy plays an important mediating role in transmitting the effect of learning culture on emotionality in teaching. Therefore, improving learning culture in schools and strengthening teachers’ self‑efficacy beliefs may facilitate the experience of positive emotions in the teaching process.
Methods: This study employed a descriptive‑correlational design using structural equation modeling (SEM). The statistical population consisted of all elementary school teachers in Bandar Abbas during the 2023–2024 academic year. From this population, 330 teachers (250 women and 80 men) were selected through stratified random sampling. Participants completed the Learning Culture Questionnaire (Barnett et al., 2001), the Teacher Self‑Efficacy Scale (Tschannen‑Moran & Woolfolk Hoy, 2001), and the Teaching Emotionality Questionnaire (Villavicencio, 2010). Data were analyzed using structural equation modeling and the bootstrap method.
Results: The findings indicated that learning culture had a positive and significant direct effect on teacher self‑efficacy, and teacher self‑efficacy had a positive and significant direct effect on emotionality in teaching. Moreover, the indirect effect of learning culture on teaching emotionality through teacher self‑efficacy was significant. Model fit indices indicated a good fit for the final model.
Conclusions: The results suggest that teacher self‑efficacy plays an important mediating role in transmitting the effect of learning culture on emotionality in teaching. Therefore, improving learning culture in schools and strengthening teachers’ self‑efficacy beliefs may facilitate the experience of positive emotions in the teaching process.
Keywords: Learning culture, Teacher self efficacy, Teaching emotionality, Elementary school teachers
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/10/15 | Accepted: 2026/03/29
Received: 2025/10/15 | Accepted: 2026/03/29
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