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The Interplay among Self-efficacy, Perceptions of Instructional Supervision, and Teaching Performance: A Case of Iranian EFL Teachers | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 6، دوره 3، شماره 1، اردیبهشت 2016، صفحه 130-111 اصل مقاله (413.31 K) | ||
| نویسندگان | ||
| Afsaneh Baharloo1؛ Saeed Mehrpour2 | ||
| 1Ph.D. Candidate of TEFL, Shiraz University, Shiraz, Iran | ||
| 2Associate Professor of TEFL, Shiraz University, Shiraz, Iran | ||
| تاریخ دریافت: 06 تیر 1395، تاریخ پذیرش: 06 تیر 1395 | ||
| چکیده | ||
| This study aimed to investigate the relationship between language teachers' perception of instructional supervision and their self-efficacy. In addition, it intended to delve into the interplay among self-efficacy, perception of supervision, and teaching performance of Iranian EFL teachers. Employing a mixed-method design, the researchers collected the data, using questionnaires and observation. A total number of 116 EFL instructors teaching at language institutes in Shiraz participated in the quantitative phase of the study. Making use of purposive sampling, the researchers asked 46 of the participants to cooperate in the second phase of the study in which data was collected through classroom observations. In order to analyze the collected data, the researchers utilized descriptive statistics, Cronbach's alpha, Pearson correlation, multiple regression analysis, and code-recode agreement techniques. The findings of the study revealed a significant positive relationship between teachers' self-efficacy and their perception of instructional supervision (r = 0.22, p<0.05). Moreover, the participants' teaching performance was significantly correlated with their self-efficacy (r = 0.64, p<0.05) and their perception of supervision (r=0.10, p<0.05). In addition, further investigation of the data revealed that teachers' self-efficacy was the only variable that made a significant unique contribution to their teaching performance (Beta = 0.43, p<0.05). | ||
| کلیدواژه‌ها | ||
| EFL teachers؛ self-efficacy؛ supervision؛ teaching performance | ||
| عنوان مقاله [English] | ||
| تعامل میان خودکارآمدی، دیدگاه مدرسان نسبت به امر نظارت آموزشی، و عملکرد تدریس در بین مدرسان ایرانی زبان انگلیسی | ||
| نویسندگان [English] | ||
| افسانه بهارلو1؛ سعید مهرپور2 | ||
| 1دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه شیراز | ||
| 2استادیار آموزش زبان انگلیسی، دانشگاه شیراز | ||
| چکیده [English] | ||
| هدف از تحقیق حاضر، بررسی رابطه ی بین دیدگاه مدرسان زبان نسبت به امر نظارت آموزشی و خودکارآمدیشان بود. به علاوه، این پژوهش به بررسی تعامل میان خودکارآمدی مدرسان ایرانی زبان انگلیسی، دیدگاه آن ها نسبت به امر نظارت، و عملکرد تدریسشان نیز پرداخت. محققان حاضر با بهره گیری از روش پژوهشی ترکیبی، داده های مورد نیاز را با استفاده از پرسشنامه و مشاهده جمع آوری کردند. در مجموع، 116 مدرس زبان انگلیسی که به تدریس در موسسات زبان شیراز اشتغال داشتند در بخش کمَی این تحقیق شرکت نمودند. در ضمن، پژوهشگران این مطالعه، با بهره گیری از روش نمونه برداری هدفمند از 46 نفر از شرکت کنندگان درخواست کردند که در بخش کیفی تحقیق نیز همکاری داشته باشند. در این مرحله، داده های مورد نیاز از طریق مشاهدات کلاسی جمع آوری شدند. به منظور تحلیل داده های جمع آوری شده، پژوهشگران فوق از آمار توصیفی، آلفای کرونباخ، همبستگی پیرسون، تحلیل رگراسیون چندگانه، و روش های کدگذاری استفاده کردند. نتایج بدست آمده، حاکی از وجود رابطه هایی مثبت و معنادار میان خودکارآمدی مدرسان و دیدگاهشان نسبت به امر نظارت آموزشی بود ((r=0.22,p<0.05. در ضمن، عملکرد تدریس شرکت کنندگان این تحقیق رابطه هایی مثبت و معنادار با خودکارآمدیشان((r=0.64,p<0.05، و همچنین با دیدگاه آن ها نسبت به امر نظارت آموزشی داشت ((r=0.10,p<0.05. به علاوه، بررسی های بیشتر داده ها، نشان داد که خودکارآمدی مدرسان تنها متغیری بود که به طرز معناداری در پیش بینی عملکرد تدریس آن ها نقش داشت ((Beta=0.43,p<0.05.. | ||
| کلیدواژه‌ها [English] | ||
| مدرسان زبان انگلیسی, خودکارآمدی, نظارت, عملکرد تدریس | ||
| مراجع | ||
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