Investigating the Relationship among Iranian EFL Teachers’ Self-regulation, Effective Teaching, Gender, and Teaching Experience
الموضوعات :
Shima Hamidi
1
(Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran)
Narjes Ghafournia
2
(Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran)
الکلمات المفتاحية: effective teaching, Self-regulation, Teaching Experience, teachers’ self-regulatory,
ملخص المقالة :
The main purpose of this study was to explore the relationship between EFL teachers’ self-regulatory trait and effective teaching. Furthermore, the study aimed to find out the relationship between EFL teachers’ self-regulatory trait with some demographics such as gender and years of teaching experience. The participants were 85 EFL male and female teachers between the age ranges of 27 to 52. In addition, 200 male and female high school students between the age ranges of 15 to 17 participated in this study. Self-regulatory trait of the teachers was explored through Teacher Self-regulation Scale (TSR) questionnaire and the qualities of successful Iranian EFL teachers were explored through Qualities of Successful Iranian EFL Teachers’ Questionnaire (QSIET). Empirical analysis revealed that no significant relationship existed between teachers' gender and their self-regulatory trait. However, a significant relationship was found between teachers' self-regulatory trait and years of teaching. The implications of this study can be practical and useful for EFL teachers, who eagerly try to improve their teaching qualifications as well as teacher-training courses. The findings can be also helpful for language teaching designers to design proper syllabuses and materials for language teaching.
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