The Effect of Iranian EFL Teachers’ Self-Regulation and Emotional Labor on Their Reflective Action in EFL Online Classes

This study was an effort to determine the impact of self-regulation and emotional labor on reflective action among Iranian EFL teachers in online EFL classes using structural equation modeling. To achieve this, a combination of cluster sampling and stratified random sampling of 500 people was recruited. The participants were administered the English version of the Dutch questionnaire of emotional labor, the Teacher Self-Regulation Scale, and the Teaching Reflection Inventory. After collecting data using three distinct questionnaires pertaining to latent variables, SEM analysis was conducted using IMB SPSS version 28.0 and Amos version 24.0 to analyze the path model relationships. To this end, a hypnotical model was proposed, evaluated, and specified to fit the data. The confirmatory factor analysis was employed to assess the hypothetical model by employing goodness of fit indices and assessing all the convergences between the latent variables and the related sub-scales. According to the criteria for a good model s fitness, all of the model s values are above 0.90, indicating that the model has good fitness. It was concluded that there were statistically significant relationships between the variables of the study.