EFL Teachers’ Language Proficiency, Classroom Management, and Self-Efficacy
Subject Areas :Hamid Marashi 1 , Fatemeh Azizi-Nassab 2
1 - Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Central Tehran Branch, Islamic Azad University, Tehran, Iran
Keywords:
Abstract :
Aliakbari, M., & Abdollahi, K. (2014). Teachers’ perception of classroom management practice: The case of English language teachers in Iran. English Language Teaching, 1(3), 115-136.
Allen, K. P. (2010). Classroom management, bullying, and teacher practices. Professional Educator, 34(1), 1-15.
Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
Bandura, A. (1977). Social learning theory. New York: General Learning Press.
Bandura, A. (1993) Perceived self-efficacy in cognitive development and functioning Educational Psychologist, 28(2),117-148.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bandura, A. (2008). Toward an agentic theory of the self. In H. Marsh, R. G. Craven, & D. M. McInerney (Eds.), Advances in self research, Vol. 3: Self-processes, learning, and enabling human potential (pp. 15-49). Charlotte, NC: Information Age Publishing.
Barrera, A., Braley, R. T., & Slate, J. R. (2010). Beginning teacher success: An investigation into the feedback from mentors of formal mentoring programs. Mentoring and Tutoring: Partnership in Learning, 18(1), 61-74.
Brady, B., & Gulikers, G. (2004). Enhancing the MA in TESOL practicum course for nonnative English-speaking student teachers. In L. Kamhi-Stein (Ed.), Learning and teaching from experience (pp. 206-230). Ann Arbor, MI: University of Michigan Press.
Brinton, D. (2004). Nonnative English-speaking student teachers: Insights from dialogue journals. In L. Kamhi-Stein (Ed.), Learning and teaching from experience (pp. 190-206). Ann Arbor. MI: University of Michigan Press.
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
Butler, Y. G. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2), 245-278.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821–832.
Caprara, G., Barbaranelli, C., Steca, P., & Malone, P. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: a study at the school level. Journal of School Psychology, 44(1), 473-490.
Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272.
Cheung, H. (2008). Teacher efficacy: A comparative study of Hong Kong and Shanghai primary in-service teachers. Australian Educational Researcher, 35(1), 103-123.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
Clark, H. H. (1975). Bridging. In R. C. Schank & B. L. Nash-Webber (Eds.), Theoretical issues in natural language processing (pp. 168-175). New York: Association for Computing Machinery.
Clunies-Ross, P., Little, E., & Keinhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28(6), 693- 710.
Codding, R., & Smyth, C. (2008). Using performance feedback to decrease classroom transition time and examine collateral effects on academic engagement. Journal of Educational and Psychological Consultation,18, 325-345.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: LEA.
Cummins, J. (1984). Bilingual education and special education: Issues in assessment and pedagogy. San Diego, CA: College Hill.
Epstein, A., & Willhite, G. L. (2015). Teacher efficacy in an early childhood professional development school. International Electronic Journal of Elementary Education, 7(2), 189-197.
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).
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1-13.
Gencer, A. S., & Cakiroglu, J. (2007). Turkish preservice science teachers‘efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664-675.
Ghasemboland, F., & Binti Hashim, F. (2013). Teachers’ self-efficacy beliefs and their English language proficiency: A study of nonnative EFL teachers in selected language centers. Procedia – Social and Behavioral Sciences, 103, 890-899.
Ghonsooly, B., Khajavy, G. H., & Mohaghegh Mahjoobi, F. (2014). Self-efficacy and metacognition as predictors of Iranian teacher trainees’ academic performance: A path analysis approach. Procedia – Social and Behavioral Sciences, 96, 590-598.
Giallo, R., & Little, E. (2003). Classroom behavior problems: The relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational & Developmental Psychology, 3, 21-34.
Goker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34, 239-254.
Hamidi, H., & Khatib, M. (2016). The interplay among emotional intelligence, classroom management, and language proficiency of Iranian EFL Teachers. Broad Research in Artificial Intelligence and Neuroscience, 7(2), 49-58.
Hoang, T. (2009). The contributions of teachers’ credentialing routes and experience levels on classroom management. International Journal of Instruction, 2(1), 1-14.
Hoy, W. A., & Spero, B. R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.) Sociolinguistics: Selected readings (pp. 269–293). Harmondsworth: Penguin.
Jalili, S., & Mall-Amiri, B. (2015). The difference between extrovert and introvert EFL teachers’ classroom management. Theory and Practice in Language Studies, 5(4), 826-836.
Kamhi-Stein, L., & Mahboob. A. (2006). TESOL virtual seminar: Teachers’ language proficiency in English language teaching. Alexandria, VA: TESOL Inc.
Khabiri, M., & Azaminejad, M. (2009). The relationship between EFL learners’ use of language learning strategies and self-perceived language proficiency. The Journal of Applied Linguistics, 2(2), 130-159.
King, G., Murray, C. J. L., Solomon, J. A., & Tandon, A. (2004). Enhancing the validity and cross-cultural comparability of measurement in survey research. American Political Science Review, 98(1), 191-207.
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67-76.
Lee, W. K. (2004). Suggestions for revising the 7th National Curriculum of primary English: With respect to the organization of the objectives and contents. Primary English Education, 10(2), 25-54.
Madsen, H. S. (1983). Techniques in testing. New York: Oxford University Press.
Magableh, A., & Hawamdeh, B. (2007). Accountability and discipline in classroom management: Case study in Jarash-Jordan. College Student Journal, 41(4), 901-908.
Mahboob, A. (2004). Native or nonnative: What do students enrolled in an Intensive English program think? In L. Kamhi-Stein (Ed.), Learning and teaching from experience (pp. 121-149).Ann Arbor, MI: University of Michigan Press.
Main, S., & Hammond, L. (2008). Best practice or most practiced? Pre-service teachers’ beliefs about effective behavior management strategies and reported self-efficacy. Australian Journal of Teacher Education, 33(4), 28-39.
Marashi, H., & Zaferanchi, Z. (2010). The relationship between EFL teachers’ emotional intelligence and their effectiveness in managing young learners’ classrooms. Journal of English Language Studies 1(4), 85-112.
Marashi, H., & Dakhili, M. (2015). Self-efficacy and anxiety among EFL learners with different kinds of multiple intelligences. Theory and Practice in Language Studies, 5(12), 2636-2645.
Martin, N. K., Yin, Z., & Baldwin, B. (1998). Classroom management training, class size and graduate study: Do these variables impact teachers’ beliefs regarding classroom management style?Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. retrieved on January 26, 2017 from: http:// files. eric. ed. Gov /fulltext ED418939 .pdf.
Medgyes, P. (1994). The non-native teacher. London: Macmillan.
Murdoch, G. (2000). Introducing a teacher-supportive evaluation system. ELT Journal, 54(1), 54-64.
Oller,
J. W. (1979). Language tests at school. London: Longman.
Pasternak, M., & Bailey, K. (2004). Preparing nonnative and native English-speaking teachers: Issues of professionalism and proficiency. In L. Kamhi-Stein (Ed.), Learning and teaching from experience (pp. 155-176).Ann Arbor, MI: University of Michigan Press.
Rahimi, M., & Asadollahi, F. (2012). On the relationship between Iranian EFL teachers’ classroom management orientations and teaching style. Procedia – Social and Behavioral Sciences, 31, 49-55.
Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher’s self-image: An international survey. System, 22(3), 353-367.
Ritter, J. T., & Hancock, D. R. (2007). Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers. Teaching and Teacher Education, 23(6), 145-159.
Rosas, C., & West, M. (2009). Teacher beliefs about classroom management: Pre-service and inservice teachers’ beliefs about classroom management. International Journal of Applied Educational Studies, 5(1), 54-61.
Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.) Advances in research on teaching: Vol. 7 (pp. 49-74). Greenwich, CT: JAI Press.
Samimy, K., & Brutt-Griffler, J. (1999). To be a native or nonnative speaker: Perceptions of nonnative speaking students in a graduate TESOL program. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 127-144). Mahwah, NJ: LEA.
Schmitt, N. (2002). An introduction to applied linguistics. New York: Arnold.
Sewell, A., & St. George, A. (2000). Developing efficacy beliefs in the classroom. Journal of Educational Enquiry, 1(2), 58-71.
Shernoff, E., & Kratochwill, T. (2007) Transporting an evidence based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. School Psychology Quarterly, 22(3), 449-72.
Siebert, C. J. (2005). Promoting preservice teacher’s success in classroom management by leveraging a local union’s resources: A professional development school initiative. Education, 125, 385-392.
Silvestri, L. (2001). Pre-service teachers’ self-reported knowledge of classroom management. Education, 121(3), 575-580.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611-625.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.
Stoughton, E. H. (2007). “How will I get them to behave?”: Pre service teachers reflect on classroom management. Teaching and Teacher Education, 23(7), 1024-1037.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
Vaezi, S., & Fallah, N. (2011). The relationship between self-efficacy and stress among Iranian EFL teachers. Journal of Language Teaching and Research, 2(5), 1168-1674.
Wolfgang, H. (1995). Solving discipline problems: Strategies for classroom teachers (5th ed.). Boston, MA: Allyn & Bacon.
Wong, H., & Wong, R. (2009). The first days of school: How to be an effective classroom manager. Mountain View, CA: Harry K. Wong Publications.
