Research graph
References from Exploring the dynamic relationships among teacher self-rated proficiency, emotion, identity, and efficacy: a systematic review in TESL contexts (2019–2025). Local targets link to admitted publications; unresolved targets remain external evidence.
Identity formation of non-native english-speaking teachers and prospective teachers through perceptions towards native-speakerism: The Turkish cypriot story
10.15700/saje.v42n1a1941 · 2022 · External reference
On the mutually elaborating relationship between teacher identity and classroom management practices
10.1080/10564934.2024.2437708 · 2025 · External reference
The job Demands-resources model: State of the art
10.1108/02683940710733115 · 2007 · External reference
Job demands–resources theory: Taking stock and looking forward
10.1037/ocp0000056 · 2017 · External reference
Self-efficacy: Toward a unifying theory of behavioral change
10.1037/0033-295x.84.2.191 · 1977 · External reference
Unresolved reference
External reference
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation
10.1037/0022-3514.41.3.586 · 1981 · External reference
Teachers’ emotions and beliefs in second language teaching: Implications for teacher education
10.1007/978-3-319-75438-3_7 · 2018 · External reference
A critical review of the job demands-resources model: Implications for improving work and health
2014 · External reference
Understanding teacher identity: An overview of issues in the literature and implications for teacher education
10.1080/03057640902902252 · 2009 · External reference
Teacher beliefs on oral proficiency: Implications for classroom practice
2024 · External reference
Contexts of child rearing: Problems and prospects
10.1037/0003-066x.34.10.844 · 1979 · External reference
Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves
10.1080/13540602.2014.953818 · 2015 · External reference
Identity clashes of EFL instructors in Turkey with regard to pronunciation and intonation in English: Identity clashes of EFL instructors in Turkey
2021 · External reference
The role of emotions in teacher agency: A study of Mexican English language educators
10.15446/profile.v27n1.114867 · 2025 · External reference
The implications of EFL/ESL teachers' emotions in their professional identity development
10.3389/fpsyg.2021.755592 · 2021 · External reference
Exploring the role of identity construction, teaching skills, and professional discourse & awareness: A study from a language methodology course for EFL preservice teachers
2021 · External reference
Unresolved reference
External reference
The job demands-resources model of burnout
10.1037/0021-9010.86.3.499 · 2001 · External reference
Reconstruction of Iranian English foreign language teachers’ professional identity in online classes
10.33225/pec/21.79.858 · 2021 · External reference
Unresolved reference
External reference
Emotions in constructing teaching self-image: Mediation models of Chinese University EFL teachers' Anxiety and self-efficacy [; Early Access]
10.1111/ijal.12691 · 2025 · External reference
An introduction to systematic reviews (2nd Edition)
10.53841/bpsptr.2017.23.2.95 · 2017 · External reference
Investigating the correlation among Chinese EFL teachers' self-efficacy, work engagement, and reflection
10.3389/fpsyg.2021.763234 · 2021 · External reference
Language anxiety and achievement
10.1017/s0267190501000071 · 2001 · External reference
Job characteristics and teacher well-being: The mediation of teacher self-monitoring and teacher self-efficacy
10.1080/01443410.2018.1543855 · 2019 · External reference
Unresolved reference
2009 · External reference
Standard quality assessment criteria for evaluating primary research papers from a variety of fields
2004 · External reference
Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance
10.1111/modl.12239 · 2015 · External reference
An application of hierarchical Kappa-type statistics in the assessment of majority agreement among multiple observers
10.2307/2529786 · 1977 · External reference
Chinese pre-university teachers' foreign language anxiety, teaching anxiety, and teacher self-efficacy
2024 · External reference
Teaching anxiety and foreign language anxiety among Chinese college English teachers
10.1177/21582440211016556 · 2021 · External reference
A systematic review of teacher resilience: A perspective of the job demands and resources model
10.1016/j.tate.2024.104742 · 2024 · External reference
Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement
10.1186/2046-4053-4-1 · 2015 · External reference
Non-native English-speaking English language teachers: History and research
10.1017/s0261444808005028 · 2008 · External reference
Emotion labor and professional identity construction of TESOL teacher educators
10.1016/j.system.2023.103111 · 2023 · External reference
The PRISMA 2020 statement: An updated guideline for reporting systematic reviews
2021 · External reference
Teaching English through English: Proficiency, pedagogy and performance
10.1177/0033688217690059 · 2017 · External reference
Teacher self-assessment: A mechanism for facilitating professional growth
10.1016/j.tate.2006.04.035 · 2007 · External reference
10.1002/0470870168.ch1
10.1002/0470870168.ch1 · External reference
Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure
10.1037/0022-0663.90.3.528 · 1998 · External reference
The job demands-resources model
10.1002/9781118979013.ch8 · 2015 · External reference
Why I don't teach as I was trained": Vietnamese early career ESOL teachers' experience of reality shock
10.14221/ajte.2021v46n12.3 · 2021 · External reference
Teacher efficacy: Capturing an elusive construct
10.1016/s0742-051x(01)00036-1 · 2001 · External reference
Exploring EFL preservice teachersʼ sense of self-efficacy in teaching: An Indonesian case
10.58837/chula.pasaa.65.1.3 · 2023 · External reference
English proficiency gain and mediating factors in training: A self-evaluation of Vietnamese pre-service EFL teachers
10.26803/ijlter.20.1.2 · 2021 · External reference
Theorizing language teacher identity: Three perspectives and beyond
10.1207/s15327701jlie0401_2 · 2005 · External reference
10.2307/j.ctvjf9vz4
10.2307/j.ctvjf9vz4 · External reference
Communities of practice and social Learning systems
10.1177/135050840072002 · 2000 · External reference
The role of personal resources in the job demands-resources model
10.1037/1072-5245.14.2.121 · 2007 · External reference
The effect of teachers' emotional labour on teaching satisfaction: Moderation of emotional intelligence
10.1080/13540602.2014.995482 · 2015 · External reference
Emotion, resistance, and self-formation
10.1111/j.1741-5446.2003.00107.x · 2003 · External reference
10.1002/0470870168.ch1
10.1002/0470870168.ch1 · ExternalCitation · doi-reference
The job demands-resources model
10.1002/9781118979013.ch8 · ExternalCitation · doi-reference
Teachers’ emotions and beliefs in second language teaching: Implications for teacher education
10.1007/978-3-319-75438-3_7 · ExternalCitation · doi-reference
Emotion labor and professional identity construction of TESOL teacher educators
10.1016/j.system.2023.103111 · ExternalCitation · doi-reference
Teacher self-assessment: A mechanism for facilitating professional growth
10.1016/j.tate.2006.04.035 · ExternalCitation · doi-reference
A systematic review of teacher resilience: A perspective of the job demands and resources model
10.1016/j.tate.2024.104742 · ExternalCitation · doi-reference
Teacher efficacy: Capturing an elusive construct
10.1016/s0742-051x(01)00036-1 · ExternalCitation · doi-reference
Non-native English-speaking English language teachers: History and research
10.1017/s0261444808005028 · ExternalCitation · doi-reference
Language anxiety and achievement
10.1017/s0267190501000071 · ExternalCitation · doi-reference
Contexts of child rearing: Problems and prospects
10.1037/0003-066x.34.10.844 · ExternalCitation · doi-reference
The job demands-resources model of burnout
10.1037/0021-9010.86.3.499 · ExternalCitation · doi-reference
Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure
10.1037/0022-0663.90.3.528 · ExternalCitation · doi-reference
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation
10.1037/0022-3514.41.3.586 · ExternalCitation · doi-reference
Self-efficacy: Toward a unifying theory of behavioral change
10.1037/0033-295x.84.2.191 · ExternalCitation · doi-reference
The role of personal resources in the job demands-resources model
10.1037/1072-5245.14.2.121 · ExternalCitation · doi-reference
Job demands–resources theory: Taking stock and looking forward
10.1037/ocp0000056 · ExternalCitation · doi-reference
Job characteristics and teacher well-being: The mediation of teacher self-monitoring and teacher self-efficacy
10.1080/01443410.2018.1543855 · ExternalCitation · doi-reference
Understanding teacher identity: An overview of issues in the literature and implications for teacher education
10.1080/03057640902902252 · ExternalCitation · doi-reference
On the mutually elaborating relationship between teacher identity and classroom management practices
10.1080/10564934.2024.2437708 · ExternalCitation · doi-reference
Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves
10.1080/13540602.2014.953818 · ExternalCitation · doi-reference
The effect of teachers' emotional labour on teaching satisfaction: Moderation of emotional intelligence
10.1080/13540602.2014.995482 · ExternalCitation · doi-reference
The job Demands-resources model: State of the art
10.1108/02683940710733115 · ExternalCitation · doi-reference
Emotions in constructing teaching self-image: Mediation models of Chinese University EFL teachers' Anxiety and self-efficacy [; Early Access]
10.1111/ijal.12691 · ExternalCitation · doi-reference
Emotion, resistance, and self-formation
10.1111/j.1741-5446.2003.00107.x · ExternalCitation · doi-reference
Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance
10.1111/modl.12239 · ExternalCitation · doi-reference
Teaching English through English: Proficiency, pedagogy and performance
10.1177/0033688217690059 · ExternalCitation · doi-reference
Communities of practice and social Learning systems
10.1177/135050840072002 · ExternalCitation · doi-reference
Teaching anxiety and foreign language anxiety among Chinese college English teachers
10.1177/21582440211016556 · ExternalCitation · doi-reference
Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement
10.1186/2046-4053-4-1 · ExternalCitation · doi-reference
Theorizing language teacher identity: Three perspectives and beyond
10.1207/s15327701jlie0401_2 · ExternalCitation · doi-reference
Why I don't teach as I was trained": Vietnamese early career ESOL teachers' experience of reality shock
10.14221/ajte.2021v46n12.3 · ExternalCitation · doi-reference
The role of emotions in teacher agency: A study of Mexican English language educators
10.15446/profile.v27n1.114867 · ExternalCitation · doi-reference
Identity formation of non-native english-speaking teachers and prospective teachers through perceptions towards native-speakerism: The Turkish cypriot story
10.15700/saje.v42n1a1941 · ExternalCitation · doi-reference
An application of hierarchical Kappa-type statistics in the assessment of majority agreement among multiple observers
10.2307/2529786 · ExternalCitation · doi-reference
10.2307/j.ctvjf9vz4
10.2307/j.ctvjf9vz4 · ExternalCitation · doi-reference
English proficiency gain and mediating factors in training: A self-evaluation of Vietnamese pre-service EFL teachers
10.26803/ijlter.20.1.2 · ExternalCitation · doi-reference
Reconstruction of Iranian English foreign language teachers’ professional identity in online classes
10.33225/pec/21.79.858 · ExternalCitation · doi-reference
The implications of EFL/ESL teachers' emotions in their professional identity development
10.3389/fpsyg.2021.755592 · ExternalCitation · doi-reference
Investigating the correlation among Chinese EFL teachers' self-efficacy, work engagement, and reflection
10.3389/fpsyg.2021.763234 · ExternalCitation · doi-reference
An introduction to systematic reviews (2nd Edition)
10.53841/bpsptr.2017.23.2.95 · ExternalCitation · doi-reference
Exploring EFL preservice teachersʼ sense of self-efficacy in teaching: An Indonesian case
10.58837/chula.pasaa.65.1.3 · ExternalCitation · doi-reference
