English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program

Abstract

Due to government policy, the number of study abroad professional development program for EFL teachers increased greatly in China during recent years. Study abroad program aims to help EFL teachers improve their knowledge and teaching practices, which requires them to make adjustments to their traditional teaching styles accordingly. Hence, teachers may experience strong emotional reactions when they are faced with different modes of teaching methods. From the perspective of “emotion”, this study used control-value theory of achievement emotions as the theoretical framework to examine the relationship between teacher efficacy, positive achievement emotions, and instructional changes among 386 Chinese EFL teachers who attended study abroad programs. Purposive sampling was used in data collection. Data analysis was conducted using Structural Equation Model (SEM). The results showed that teacher efficacy correlated positively with positive achievement emotions (enjoyment, hope, and pride) and instructional changes. Positive achievement emotions mediated the relationship between teacher efficacy and instructional changes. Findings showed the impact of teacher efficacy and positive achievement emotions on changes in teachers’ thinking and instructional practices. Based on the findings and limitations of this study, implications on teacher education and professional development program, directions and suggestions for future studies are discussed.