The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 19 March 2021
Issue publication date: 14 March 2022
Abstract
Purpose
For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.
Design/methodology/approach
Following the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.
Findings
Based on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).
Research limitations/implications
Future studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.
Practical implications
In effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.
Social implications
The implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.
Originality/value
The implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.
Keywords
Acknowledgements
The authors are grateful to all the EFL university teachers who participated in this research. The authors also wish to thank the anonymous reviewers for their constructive comments and suggestions. The authors received no funding for this research.DeclarationsFunding: This study was not funded.Ethics approval: All procedures performed in this study were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.Consent to participate: Informed consent was obtained from all individual participants included in the studyConsent for publication: Not applicable.Availability of data and material: Not applicableCode availability: Not applicableConflicts of interest/Competing interests: The authors declare that they have no conflict of interest.
Citation
Heydarnejad, T., Hosseini Fatemi, A. and Ghonsooly, B. (2022), "The interplay among self-regulation, emotions and teaching styles in higher education: a path analysis approach", Journal of Applied Research in Higher Education, Vol. 14 No. 2, pp. 594-609. https://doi.org/10.1108/JARHE-08-2020-0260
Publisher
:Emerald Publishing Limited
Copyright © 2021, Emerald Publishing Limited