Associations among Iranian EFL Teachers’ Professional Identity, Self-Actualization, and their Commitment to Professional Ethics through Structural Equation Modeling
Subject Areas : Second Language Educationmitra zeraatpishe 1 * , Sara Valinia 2
1 - Department of English, Islamic Azad University, Mashhad Branch, Iran.
2 - Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran
Keywords: Professional identity, Self-Actualization, Commitment to professional ethics, Professionalism, Codes of ethics,
Abstract :
EFL Teachers' commitments to professional ethics seem to mark effective teaching and learning in post-method era. This sense of commitment relates to professional identity and self-actualization signs of a growth associated with social communication skills and the ability to better understand the self. The objective of the current study was twofold. First, a model of interrelationships among Iranian EFL teachers’ professional identity, self-actualization, and their commitment to professional ethics was proposed. Further, it investigated the difference between male and female teachers’ regarding these three variables. The sample of 253 Iranian EFL language teachers participated in the study selected through convenience sampling procedure. Structural Equation Modeling (SEM) and independent sample t-test were utilized. The results of SEM revealed that the proposed model had perfect fit with the empirical data; Professional identity predicts commitment to professional ethics positively and significantly, also self-actualization is a positive and significant predictor of commitment to professional ethics, and finally, professional identity is a predictor of self-actualization. The results of t-test showed significant differences between male and female teachers regarding ethics and self-actualization. However, there is no significant difference between male and female teachers in terms of professional identity.
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