The Relationship between Iranian EFL Teachers’ Sense of Self-Efficacy andtheir Pedagogical Success in Language Institutes

| June 20, 2011
Title
The Relationship between Iranian EFL Teachers’ Sense of Self-Efficacy andtheir Pedagogical Success in Language Institutes

Keywords: Age, English Language teaching, Language Institutes, Questionnaire, Self-Efficacy, Teachers’ Pedagogical Success, Teaching Experience.

Authors
Afsaneh Ghanizadeh and Fatemeh Moafian
Islamic Azad University, Mashhad Branch, Iran

Bio Data
Afsaneh Ghanizadeh is a Ph.D candidate of TEFL at Ferdowsi University of Mashhad. She is an EFL instructor at Islamic Azad University, Mashhad Branch, Iran. She has also taught English in private Institutes for about 12 years. She has published several research articles in scientific-research Journals (including ELT, System, IJAL, JTLS, Technology of Education, etc.). Her major research interests include teacher education and language assessment.

Fatemeh Moafian is an EFL instructor at Islamic Azad University, Mashhad Branch, Iran. She has coauthored several research articles in national and international scientific-research journals. She has also presented papers in national and international conferences. Her research interests are psycholinguistics and teacher education.

Abstract
The following study, in the first place, attempted to examine the relationship between EFL teachers’ self-efficacy and their pedagogical success in Language Institutes. In the second place, the role of teachers’ years of teaching experience in their self-efficacy was investigated. Finally, the relationship between teachers’ age and their self-efficacy was studied. For this purpose, 89 EFL teachers were selected according to available sampling from the different Language Institutes in Mashhad, a city in the Northeast of Iran. Near the end of the term, the teachers were asked to complete the Teachers’ Sense of Efficacy Scale . Simultaneously, a questionnaire which is called the Characteristics of Successful EFL Teachers Questionnaire was filled in by the teachers students (N=779). Through this questionnaire, the teachers’ performance was evaluated by their students. The subsequent data analysis and statistical calculations via correlation revealed that there is a significant relationship between teachers’ success and their self-efficacy. Furthermore, significant correlations were found between teachers’ self-efficacy, their teaching experience, and age. The conclusions and implications of the research are further discussed with reference to earlier findings.
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Category: Quarterly Journal, Volume 13 Issue 2