The Impacts of Reflective Teaching and Emotion Regulation on Work Engagement: Into Prospect of Effective Teaching in Higher Education

Document Type : Original Article


1 Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

2 Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran

3 Teaching English and Linguistics Department, Ayatollah Ozma Borujerdi University, Borujerd, Iran


Reflective teaching (RT) and emotion regulation (ER) empower teachers to observe and evaluate themselves. Despite the long history of RT and ER, little is known about how they can influence teacher work engagement (WE). Thereby, the current research aimed at examining a structural model of English as a Foreign Language university professors’ RT, ER, and WE. In so doing, the researchers administered the English Language Teacher Reflective Inventory, The Language Teacher Emotion Regulation Inventory, and The Engaged Teacher Scale to 341 EFL university professors. They used a Structural Equation Modelling to analyze the collected data. Findings reflected that university professors with higher reflective teaching practices were more engaged in job duties. Moreover, the findings documented that the participants who were more reflective in their teaching had higher emotion regulation. The findings offer some implications for different stakeholders.


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