Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers' Self-Regulation

Teachers' self-regulation has been an interesting area of research in educational studies. However, examining the contribution of autonomy and self-efficacy to teachers' regulatory repertoire in an EFL context has received scant attention. Thus, this study examines the interplay between Iranian EFL teachers' (N = 364) autonomy, sense of self-efficacy, and self-regulation. Data were collected through three questionnaires measuring each construct and then were analyzed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modelling (SEM). The results suggested that teachers' self-regulation is simultaneously influenced by teachers' autonomy and self-efficacy beliefs. Also, the centrality of EFL teachers' intrinsic interest driving their self-regulation was highlighted. Then, the measurement model of SEM including latent constructs and their components was proposed. Finally, the implications for practice were offered in terms of teacher education.