Chinese ELF Teachers’ Emotional Self-Efficacy, Job Satisfaction, and Self-Regulation

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This study aimed to investigate the relationship among emotional self-efficacy, job satisfaction, and self-regulation among Chinese EFL teachers to propose a professional development plan for teachers to enhance college English teaching and learning. A descriptive quantitative method was employed with 385 Chinese EFL teachers through an online survey questionnaire. To ensure the reliability of the questionnaire, a pilot test was conducted, and indicated the reliability of the whole questionnaire. The findings of this research indicated an overall favorable attitude towards emotional self-efficacy, job satisfaction, and self-regulation among Chinese EFL teachers. In terms of emotional self-regulation, reflective of the respondents’ emotional regulation self-efficacy was strongly agreed by the respondents showing the strong confidence in their ability to control and regulate their emotions effectively. Teachers experienced a profound feeling of achievement and satisfaction in their roles, which was slightly higher than satisfaction with social support and autonomy. In the assessment of self-regulation, teachers’ self-monitoring was accepted of self-regulation. This suggested that educators diligently monitor and evaluate their instructional techniques and results. In addition, there are highly significant correlations among the three variables Additionally, a professional development plan is proposed to enhance Chinese EFL teachers’ professional development. Recommendations are forwarded concerning the school stakeholders to help EFL teachers enhance their profession.