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Роль учительского энтузиазма в эффективности наставнической деятельности: адаптация Шкалы учительского энтузиазма на выборке российских учителей
Background. In the context of the growing importance of mentoring in the education system, increasing attention is being paid to the study of teachers’ personal and professional resources, including teacher enthusiasm; however, in the Russian context, validated instruments for its measurement and empirical data on its relationship with the effectiveness of mentoring activities are largely lacking.
Objective. The aim of the study was to conduct a psychometric adaptation of the Russian-language version of the Teacher Enthusiasm Scale and to analyze its relationships with indicators of teachers’ mentoring effectiveness.
Hypothesis. It was hypothesized that the Russian-language version of the Teacher Enthusiasm Scale would reproduce the two-factor structure of the original instrument and would be positively associated with empathy, general self-efficacy, and teachers’ self-assessed mentoring effectiveness.
Methods and materials. The study involved 64 English language teachers who identified themselves as mentors; data were collected using the Russian-language version of the Teacher Enthusiasm Scale (TES), the General Self-Efficacy Scale (GSE), the Wong Empathy Scale for Teachers (EST), and the 48-item Teacher Mentoring Self-Efficacy Scale (TMSES).
Results. The assessment of internal consistency demonstrated high reliability indicators (α = 0.943; ω = 0.944), confirming the integrity and internal coherence of the measured construct. Exploratory factor analysis revealed a two-factor structure reflecting the differentiation between subject enthusiasm (attitudes toward the teaching content) and process-communicative enthusiasm (satisfaction with interaction and the teaching process itself). Confirmatory factor analysis supported the statistical significance of factor loadings and the reproducibility of the identified structure. Correlation analysis indicated a limited influence of age and teaching experience on certain manifestations of enthusiasm, suggesting a possible role of professional burnout in reducing declarative enthusiasm (emotional energy). The strongest and most consistent associations were found with positive affective empathy, which demonstrated close relationships with almost all indicators of teacher enthusiasm. In addition, stable positive relationships were identified with general self-efficacy and self-assessed mentoring effectiveness, particularly in the areas of pedagogical practices, the creation of a supportive atmosphere, and mentoring motivation.
Conclusions. The obtained results allow teacher enthusiasm to be considered a significant personal and professional resource integrated into the system of factors that ensure the effectiveness of mentoring activities.