Development and Validation of a Teacher Self-Regulation Model Based on Self-Efficacy, Resilience, and Spiritual Intelligence in Girls’ Upper Secondary Schools in West Azerbaijan Province
Keywords:
Teacher Self-Regulation, Self-Efficacy, Resilience, Spiritual Intelligence, Structural Equation Modeling, Secondary EducationAbstract
Purpose: This study aimed to develop and validate a comprehensive model of teacher self-regulation based on the predictive roles of self-efficacy, resilience, and spiritual intelligence among female secondary school teachers in West Azerbaijan Province.
Methods and Materials: This applied, exploratory research employed a mixed-methods design. In the qualitative phase, data were collected from 15 academic experts in education and psychology through semi-structured interviews and analyzed using inductive content analysis. The identified themes formed the basis for constructing the Teacher Self-Regulation Questionnaire. In the quantitative phase, data were gathered from 364 female high school teachers using validated instruments measuring self-regulation, self-efficacy, resilience, and spiritual intelligence. The measurement model was evaluated using confirmatory factor analysis (CFA), and the structural model was tested through structural equation modeling (SEM) using SPSS-25 and AMOS-24.
Findings: Results indicated that teacher self-regulation had a significant direct effect on self-efficacy (β = 0.355, p < 0.001), resilience (β = 0.504, p < 0.001), and spiritual intelligence (β = 0.192, p < 0.001). Self-efficacy significantly mediated the relationship between self-regulation and both resilience (indirect β = 0.093, p < 0.001) and spiritual intelligence (indirect β = 0.146, p < 0.001). The total effect of self-regulation on resilience and spiritual intelligence was also significant (β = 0.597 and β = 0.338, respectively; p < 0.001). Model fit indices confirmed acceptable structural validity (χ²/df = 2.93, CFI = 0.944, GFI = 0.911, RMSEA = 0.073).
Conclusion: The findings support a multidimensional model in which teacher self-regulation serves as a central mechanism influencing self-efficacy, resilience, and spiritual intelligence.
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Copyright (c) 2025 Farzaneh Gohari (Author); Fattah Nazem (Corresponding author); Soghra Afkane (Author)
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