The Role of Self-Efficacy Instruction in EFL Teachers’ Professional Development: A Mixed-Method Study
Subject Areas : All areas of language and translation
Mohammad Mohammadi
1
,
Mohammad Hossein Yousefi
2
,
Asghar Salimi
3
1 - English Department, Islamic Azad University, Bonab Branch, Bonab, Iran
2 - English Department, Islamic Azad University, Bonab Branch, Bonab, Iran
3 - Department of English Language, University of Maragheh, Maragheh, Iran
Keywords: EFL Teachers, Professional Development, Teacher&rsquo, s Self-Efficacy, Mixed-methods Research,
Abstract :
The aim of the present mixed-method study is investigating the role of SE instruction in English as a Foreign Language (EFL) teachers’ PD. To do so, 30 EFL teachers and 150 of their students in different high schools in Zanjan, Iran were selected as the participants of the study. The convenience (availability) sampling procedure was used to select the participants. The students were asked to fill out the the teachers’ PD survey, and the questionnaire of SE was filled out by the teachers as the pretest. Then, the teachers received in-service training for SE with a specified syllabus. At the end of the training period, which lasted 5 sessions in a 1.5-month course, the students completed the teachers’ PD survey, and the teachers filled out the SE questionnaire again as the posttest. To analyze the results of the questionnaires as the quantitative data, a paired-samples t-test was employed. In the qualitative phase, an in-depth interview was held with the 30 teachers concerning their ideas towards the effects of SE instruction on their PD, and the collected data was analyzed through content analysis technique. The findings of the study revealed that the EFL teachers’ SE significantly affected their PD based on the results of the questionnaires and in-depth interviews.
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Chen, G. (2020). A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice. Computers & Education, 144, 103-127.
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Creswell, J. W., & Garrett, AL. (2008). The “movement” of mixed methods research and the role of educators. South African Journal of Education, 28, 321-333.
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Donnell, L. A., & Gettinger, M. (2015). Ele-mentary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and teacher education, 51, 47-57.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
Ekinci, N. (2012). Teacher self-efficacy beliefs of candidate teachers in education faculty and pedagogical formation program. Educational Process: International Journal, 1 (1-2), 19-28.
Elliott, E. M., Isaacs, M. L., & Chugani, C. D. (2010). Promoting self-efficacy in early career teachers: a principal's guide for differentiated mentoring and supervision. Florida J. Educ. Adm. Policy, 4, 131–146.
Eslami, Z. R., & Fatahi, A. (2008). Teachers' sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran. TESL-EJ, 11(4), 1-19.
Farangi, M. R., & Rashidi, N. (2022). The Relationship between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy. International Journal of Language Testing, 12(2), 59-75.
Gale, J., Alemdar, M., Cappelli, C., & Morris, D. (2021). A mixed methods study of self-efficacy, the sources of self-efficacy, and teaching experience. Front. Educ., 6, 1–16.
Ghaith, G., & Shaaban, K. (1999). The rela-tionship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15(2), 487-496.
Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers' sense of self-efficacy and their pedagogical success in language institutes. Asian EFL Journal, 13(2), 249-272.
Ghasemi, B., & Hashemi, M. (2011). The study of the characteristics of successful English language teachers from the view point of the English language students of Islamic Azad University, Hamedan Branch. Journal of Social and Behavioral Sciences, 28(3), 411-415.
Glackin, M. (2019). ‘It’s more than a prop’: Professional development session strategies as sources of teachers’ self-efficacy and motivation to teach outside the classroom. Professional Development in Education, 45(3), 372-389.
Goddard, R. D., Hoy, W. K. & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
Guetterman, T.C., & Moss Breen, J.M. (2021). Addressing the challenge of mixed methods integration through joint displays and clear writing. In: Factor, A., Ulhøi, J.P. (Eds.), Sustainability and Small and Medium-Sized Enterprises: Lessons from Mixed Methods Research. Taylor & Francis, pp. 192–208.
Guetterman, T.C., Fetters, M.D., & Creswell, J.W. (2015). Integrating quantitative and qualitative results in health science mixed methods research through joint displays. Ann. Fam. Med. 13 (6), 554–561.
Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literacy gains. Teach. Teach. Educ., 26, 1094–1103.
Hashemi, M. R. (2012). Reflections on mixing methods in applied linguistics research. Applied Linguistics, 33, 206–212.
Hashemi, M. R., & Babaii, E. (2013). Mixed methods research: Toward new research designs in applied linguistics. The Modern Language Journal, 97(4), 828–852.
Holliday, A. (2016). Revisiting intercultural competence: small culture formation on the go through threads of experi-ence. International Journal of Bias, Identity and Diversities in Education (IJBIDE), 1(2), 1-14.
Izadinia, M. (2008). A study on teacher efficacy and awareness of critical pedagogy in EFL. Unpublished MA thesis, Al-Zahra University, Tehran, Iran.
Karimi, M. N. (2011). The effects of professional development initiatives on EFL teachers’ degree of self-efficacy. Australian Journal of Teacher Education, 36(6), 50-62.
Karrabi, M. (2005). English teachers' sense of self-efficacy in teaching grammar and their personality types, gender, and experience in the profession. Unpublished master’s thesis, University for Teacher Education, Tehran, Iran.
Kim, L. E., Jörg, V., & Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 31,163-195.
King R., J. (2003). Teacher quality: Under-standing the effectiveness of teacher attributes. Retrieved from: http://www.epinet.org/content.cfm
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