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Background <p>The increasing integration of technology in education necessitates an understanding of how teachers’ digital capabilities influence their professional lives. Teacher work motivation is a crucial factor in successful language pedagogy, yet the mechanisms linking digital competence to motivation remain underexplored, particularly within the Iranian EFL context.</p> Objective <p>This study aimed to investigate the relationship between English as a Foreign Language (EFL) teachers’ digital competence and their work motivation, with a specific focus on the mediating role of job efficacy.</p> Methods <p>A quantitative research design was employed, utilizing validated questionnaires administered to a convenience sample of 286 EFL teachers in Iran (152 male, 134 female; M = 38 years, SD = 3.23). Data were analyzed using structural equation modeling (SEM) to test the proposed relationships.</p> Results <p>The analysis revealed significant positive correlations between teacher digital competence, work motivation, and job efficacy. Notably, job efficacy significantly mediated the relationship between digital competence and work motivation.</p> Conclusion <p>These findings underscore the importance of both digital competence and a strong sense of job efficacy in fostering and sustaining motivation among EFL teachers. Consequently, professional development initiatives should prioritize the enhancement of digital skills alongside strategies to build teachers’ confidence in their abilities.</p>

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Exploring the intersections between digital competence with job motivation and job efficacy in EFL teachers: insights from achievement goal theory

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月26日

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  • Ji Tian,
  • Arash Hashemifardnia,
  • Shamim Akhter

摘要

Background

The increasing integration of technology in education necessitates an understanding of how teachers’ digital capabilities influence their professional lives. Teacher work motivation is a crucial factor in successful language pedagogy, yet the mechanisms linking digital competence to motivation remain underexplored, particularly within the Iranian EFL context.

Objective

This study aimed to investigate the relationship between English as a Foreign Language (EFL) teachers’ digital competence and their work motivation, with a specific focus on the mediating role of job efficacy.

Methods

A quantitative research design was employed, utilizing validated questionnaires administered to a convenience sample of 286 EFL teachers in Iran (152 male, 134 female; M = 38 years, SD = 3.23). Data were analyzed using structural equation modeling (SEM) to test the proposed relationships.

Results

The analysis revealed significant positive correlations between teacher digital competence, work motivation, and job efficacy. Notably, job efficacy significantly mediated the relationship between digital competence and work motivation.

Conclusion

These findings underscore the importance of both digital competence and a strong sense of job efficacy in fostering and sustaining motivation among EFL teachers. Consequently, professional development initiatives should prioritize the enhancement of digital skills alongside strategies to build teachers’ confidence in their abilities.