Volume 2, Issue 4 (December 2020)
IEEPJ 2020, 2(4): 278-293 |
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Sazideh K, Afraz S, Samimi F. (2020). The Effects of Self-Efficacy on Iranian EFL Teachers’ competency in ELT. IEEPJ. 2(4), 278-293. doi:10.52547/ieepj.2.4.278
URL: http://ieepj.hormozgan.ac.ir/article-1-110-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-110-en.html
1- Department of English Language, Qeshm Branch,Islamic Azad University, Qeshm,Iran
2- Department of English Language, Qeshm Branch,Islamic Azad University, Qeshm,Iran , a.sh32@rocketmail.com
3- Department of English Language,Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
2- Department of English Language, Qeshm Branch,Islamic Azad University, Qeshm,Iran , a.sh32@rocketmail.com
3- Department of English Language,Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
Abstract: (1786 Views)
Teacher competency is defined as a knowledge, skill, ability, personal quality, experience or other characteristic that contributes to a teacher capacity to teach effectively. Despite the importance of teachers competency in teaching, few studies in Iranian EFL context have explored the relationship between self-efficacy and teachers competency. Accordingly, the present study attempted to investigate the effects of self-efficacy on a group of Iranian high school EFL teachers competency by using one-sample t-test, confirmatory factor analysis and Structural Equation Modelling (SEM) approach. A total of 197 high school EFL teachers teaching English in Hormozgan province (namely, in Bandar Abbas and Minab cities) participated in the study. A teacher competency test and a self-efficacy beliefs scale were used to collect the necessary data. The results of data analyses indicated that that there was positive relationship between self-efficacy and EFL teachers competency. Likewise, instructional strategy, as the subscale of self-efficacy, could best predict EFL teachers competency. As for the implications of the study, it can be suggested that the results of the study can be used as a framework in improving EFL teacher education policy and designing and implementing of teacher-training programs.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2019/11/28 | Accepted: 2020/10/25 | Published: 2020/11/30
Received: 2019/11/28 | Accepted: 2020/10/25 | Published: 2020/11/30
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