A Probe into Teacher Self-Efficacy as a Tractable Variable in EFL Teacher Training Courses

Document Type: Research Paper

Authors

Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Abstract

The present study examined the impact of language teachers’ gender, age, and experience on their self-efficacy. Moreover, it aimed to find out the mediating role of in-service teacher training in modifying the effects of foregoing variables. To this end, a stratified sample of 180 English teachers in high schools, private language institutes, and university settings in seven cities in Iran were initially handpicked as the participants of the study. Next, Teachers’ Sense of Efficacy Scale (Tschamen-Moran & Woolfolk-HoyHoy, 2001) was administered to the participants to specify their initial self-efficacy. Further, they attended a 20-session in-service teacher training program focused on theoretical and empirical issues related to learner variables and aiming at empowering the participants to tackle relevant problems in the context of the classroom. Finally, The Self-Efficacy Scale was administered to probe viable changes in the participants’ self-efficacy posterior to the treatment in relation to gender, age and experience. Results showed significantly higher levels of self-efficacy for males prior to and for females after the treatment. Additionally, the findings revealed that teacher self-efficacy was positively influenced by increase in teachers’ age and teaching experience and that in-service teacher training could avert disparities among the teachers across the diverse age groups and experience levels. The results underscore the paramount importance of in-service training courses aimed at empowering teachers.

Keywords


Article Title [Persian]

کاوشی در خودکارآمدگی معلمان به عنوان یک متغیر قابل بررسی در دوره های تربیت معلم زبان انگلیسی

Authors [Persian]

  • فرنوش آهنگران
  • زهره سیفوری
  • بیوک بهنام
گروه انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
Abstract [Persian]

مقاله حاضر به بررسی تاثیر جنسیت، سن و تجربه معلمان زبان انگلیسی روی خودکارآمدگی آنان پرداخته است. علاوه بر این، نقش دوره های ضمن خدمت تربیت معلمان بر متغیرهای مورد بحث و بررسی قرار گرفته است. بدین منظور، در گام اول، نمونه طبقه ایی شامل 180 معلم زبان از مدارس دبیرستان، موسسات خصوصی آموزش زبان و دانشگاه ها در هفت شهر ایران برای این تحقیق انتخاب شدند. در گام دوم، پرسشنامه خودکارآمدگی معلمان به شرکت کنندگان ارائه گردید تا میزان خودکارآمدگی آنان قبل از دوره تربیت مدرس سنجیده شود. سپس شرکت کنندگان در دوره ضمن خدمت تربیت مدرس 20 جلسه ایی شرکت نمودند و حین آن آموزشهای لازم نظری و عملی در ارتباط با ویژگی های زبان آموزان دیدند که هدف آن توانمند سازی معلمان در حل مشکلات مربوط به تفاوتهای فردی در کلاسهای بود. در گام آخر نیز پرسشنامه خودکارآمدگی معلمان دوباره توسط معلمان پاسخ داده شد تا تغییرات احتمالی در میزان خودکارآمدگی آنان سنجیده شود. نتایج حاصل از تحلیلهای آماری نشان داد که قبل از آموزش خودکارآمدگی معلمان مرد به شکل معناداری بیش از معلمان زن بود و افزایش سن و تجربه کاری تاثیر معناداری بر میزان خودکارآمدگی معلمان داشت. علاوه بر این، نتایج نشان داد که دوره های تربیت معلم ضمن خدمت می تواند تاثیر معناداری بر خودکارامدگی معلمان زن و مرد در رده های سنی و تجربه ایی مختلف داشته باشد. نتایج به دست آمده از این تحقیق اهمیت دوره های آموزش ضمن خدمت را مورد تاکید قرار می دهد.

Keywords [Persian]

  • "معلمان زبان خارجه انگلیسی"
  • "آموزش زبان"
  • "تربیت معلم ضمن خدمت"
  • "خودکارآمادگی معلم"
  • "متغیرهای معلمان"
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