Types of Decision-Making and Teacher Effectiveness among Iranian EFL Teacher

Subject Areas : All areas of language and translation

Zahra Bayani ¹ , Seyyed Hassan Seyyed Rezaei ² , Ghasem Barani ³ , Zari Sadat Seyyedrezaei ⁴

1 - Department of English Language Teaching, Islamic Azad University, Aliabad Katoul Branch, Iran
2 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
3 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
4 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran

Received: 2022-06-12 Accepted : 2022-07-16 Published : 2024-04-26

Keywords: Cognitive Style (CS), Decision-Making types (DMT), Teaching Effectiveness (TE), Structural Equation Modeling (SEM),

Abstract :

The universe has no fixed agenda. Once you make any decision, it works around that decision. In educational system, majority of innovative decisions tend to be made are the result of systematic thought and critical thinking skills of the teachers. Hence, the aim of this inquiry was to investigate the different dimensions of teachers' decision-making style and its relationship with the effectiveness of teaching in the classroom among Iranian EFL teachers. To meet this end, 147 adult male and female EFL teachers that were from different language institutes in northern cities of Iran, including Gorgan, Gonbad and Aliabad e katoul being selected as the participants of the study through convenience sampling method. The quantitative data was collected using DMQ and QTE questionnaires. The process of analyzing the collected data was through the SmartPLS software and statistical package for social sciences (SPSS-v26). The result of the descriptive statistics section and this correlation' findings showed that there is a strong relationship between decision-making types and teacher’s effectiveness. It is concluded that decision-making styles would be remarkably beneficial if they could generally distinguish between high and low quality decision makers. This study has implications for language instructors, policy makers, and decision makers in the era of education and also everyone who considers teachers' quality a vital feature to the future prospects of a country.

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