PE 221

The Relationship between Iranian EFL Teachers’ Immunity and Their Pedagogical Efficacy

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

1402/10/27

131ص.

درجه ارزشيابي:بسيارخوب

فريدون وحداني

هدي ديوسر

Second language teacherd , Teacher Immunity , Pedagogical Efficacy , teachers’ burnout

وحداني،فريدون،راهنما , ديوسر،هدي،مشاور

The present study aimed to investigate the relationship between Iranian EFL teachers' immunity and their pedagogical efficacy. To do so, a quantitative study was designed which utilized two questionnaires, the Language Teacher Immunity Questionnaire by Hiver (2017) and the Teachers’ Sense of Efficacy Scale (TSES) by Tschannen-Moran & Hoy (2001). To fullfill the aim of the study, 60 Iranian EFL teachers were selected based on their willingness to participate in the study. Descriptive statistics, including means and standard deviations, were computed to offer a summary of the datasets. The descriptive statistics provided an initial exploration of the dataset. Pearson correlation analysis was employed to assess the linear relationship between Iranian EFL teachers’ immunity and their pedagogical efficacy. The results of the correlation analysis showed that the correlations between teachers’ immunity and the three measurements of pedagogical efficacy (Efficacy for Instructional Strategies, Efficacy for classroom management, and Efficacy for student engagement) were all strong and positive. It was concluded that there were strong and positive associations between Iranian EFL teachers’ teaching self-efficacy and their pedagogical efficacy in implementing instructional strategies, efficacy for classroom management, and efficacy for student engagement. Also, there were strong and negative associations between Iranian EFL teachers’ burn out and their pedagogical efficacy in implementing instructional strategies, efficacy for classroom management, and efficacy for student engagement. The results of the present study have implications for teacher professional development programs. Efforts done for professional development should focus on strategies to enhance teachers’ beliefs in their capabilities. This may involve specific interventions to improve self-efficacy beliefs, providing useful feedback, and creating supportive communities of practice.

1403/02/29

منتخبي

75208