PE ۱۴۲

The relationship between EFL teachers classroom management approaches,perceived self-efficacy and personality types

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

۹۷/۱۲/۱۹

۹۴ص.

هدي ديوسر

فريدون وحداني

classroom management , perceived self-efficacy , personality types , EFL

ديوسر،هدي،راهنما , وحداني،فريدون،مشاور

This study investigated the relationship between Iranian EFL English teachers’ classroom management approaches, sense of efficacy and personality types. Based on convenience sampling, 112 Iranian EFL teachers teaching at state high schools and private language institutes were selected and filled out three questionnaires including Behavior and Instructional Management Scale (BIMS) (Martin & Sass, 2010), Myers-Briggs Type Indicator personality type (MBTI- Form M) (1998), and Teacher Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001). The qualitative data were collected through a semi-structured interview. The results of the non-parametric Chi- Square Test and Phi and Crammer’sʹ V tests revealed that there was a significant relationship between the dimensions of teachers’ sense of efficacy and their personality types. However, the relationships between classroom management and personality types and classroom management and sense of efficacy were not statistically significant. The findings of the analysis showed that the dominant efficacy type was “instructional strategies.” The results also showed that, the most frequently possessed personality types were extrovert, sensing, intuition, judging (ESTJ) and introvert, sensing, feeling, judging (ISFJ). The answer of the last research question was obtained from interviews and analyzed data. In sum, it appears that classroom management may not predict personality types of English teachers. Of course the lack of prediction noted here may be due to the limited number of samples in interviews.

۹۸/۰۵/۱۶

منتخبي

54993