سامانه همایش های دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)

صفحه اصلی / همایش ملی تکنولوژی و تدریس هم افزایی نوین در فرایند یادگیری

The Relationship between TPACK Proficiency and Teacher Work Engagement in the Iranian EFL Context

نویسندگان :

Maryam Sadeghzadeh¹ Fatemeh Karimi² Ehsan Rezvani Sichani³

1- دانشگاه آزاد اسلامی واحد اصفهان_خوراسگان 2- دانشگاه آزاد اسلامی واحد اصفهان_خوراسگان 3- دانشگاه آزاد اسلامی واحد اصفهان_خوراسگان

کلمات کلیدی :

TPACK،Work Engagement،Job Demands-Resources Model،EFL Teachers

چکیده :

Abstract The integration of technology into education necessitates understanding factors supporting teacher effectiveness and well-being, particularly within challenging settings. This study focused on Technological Pedagogical Content Knowledge (TPACK) and teacher work engagement in the Iranian English as a Foreign Language (EFL) context. The purpose was to explore the relationship between TPACK proficiency and teacher work engagement, framed by the Job Demands-Resources (JD-R) model. A quantitative, correlational survey design was employed with a statistical population of Iranian EFL teachers. Data were collected from a sample of 200 teachers, selected via convenience sampling, using a TPACK proficiency survey adapted from Mohammad-Salehi et al. (2021) and the Engaged Teachers Scale (ETS; Klassen et al., 2013). Relationships between variables were examined using correlation analyses. Findings revealed a significant positive relationship between TPACK proficiency and overall work engagement. TPACK proficiency demonstrated the strongest association with the cognitive-physical dimension of engagement, followed by emotional engagement, supporting its role as a key personal resource within the JD-R model. TPACK proficiency was identified as significantly associated with teachers' ability to manage technology-related demands and maintain their engagement. Therefore, fostering TPACK competence appeared crucial for enhancing both pedagogical effectiveness and teacher well-being in the demanding Iranian EFL context.