Testing a Structural Model of Teacher Resilience, Foreign Language Teaching Enjoyment, and Teaching Engagement in an EFL Context

As teaching an additional language is a demanding activity associated with complexities, exploring the factors contributing to work engagement of English as a Foreign Language (EFL) teachers might be a warranted research domain. As an attempt to expand this area, the objective of this research was set to test a model of teaching engagement based on teacher resilience and foreign language teaching enjoyment (FLTE) among Iranian EFL instructors. In doing so, a number of 296 English teachers, selected through convenience sampling, completed a battery of questionnaires measuring the three constructs in question. First, the measurement models for the latent constructs were substantiated through running confirmatory factor analysis. Afterwards, structural equation modeling was employed to test the hypothesized model. Results indicated that although both teacher resilience and FLTE significantly influenced teaching engagement of EFL teachers, the effect of FLTE was greater than resilience in the model. The results may have intriguing implications for EFL teacher education programs.