TEACHERS’ AGENTIVE CAPACITY AND COMPETENCE IN ECOLOGICAL TEACHINGOF ENGLISH AS A FOREIGN LANGUAGE

ABSTRACT

This study investigated the relationship between teachers’ agentive capacity and their competence in the ecological teaching of English as a Foreign Language (EFL). Grounded in ecological education theory, the researcher examined how teachers’ autonomy, decision-making, and adaptability shape their ability to implement sustainable, inclusive, and context-sensitive EFL practices. Chinese EFL teachers from Jiangxi University of Technology served as the participants, with data collected through a mixed-methods approach of quantitative and qualitative research. Findings revealed that teachers with higher agentive capacity demonstrate stronger ecological teaching competence, particularly in learner-centered pedagogy, environmental awareness, and responsiveness to sociocultural contexts. The study also identified professional development, institutional support, and reflective practice as key factors enhancing both agentive capacity and competence, while highlighting the difficulties that hinder teachers’ professional growth in ecological teaching environments. Based on these findings, a research-informed framework and practical strategies were proposed to strengthen teacher empowerment, advance ecological EFL pedagogy, and support policy and training programs that foster sustainability-oriented language education.

Keywords: teacher agentive capacity, teacher competence, the ecological teaching, English as a foreign language (EFL)
https://doi.org/10.57180/gzzt3657