The Relationship of Possible Selves development of EFL Teachers with their Self-Efficacy and Students Achievement

Subject Areas : Persian Language and Literature

Adel  dastgoshadeh ¹ (Faculty Member, Department of English Language, Islamic Azad University)

Received: 2015-12-26 Accepted : 2016-02-14 Published : 2016-08-22

Keywords:

Abstract :

Teacher efficacy belief is an essential factor constructed from different sources and proved to be “powerfully related to many meaningful educational outcomes such as teacher persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy belief” (Tschannen-Moran & Hoy, 2001, p. 783). The present study was intended to investigate possible relationships of the development of EFL teachers’ possible selves with teacher efficacy and students’ achievement. Eighty-seven teachers selected from different Language Institutes participated in this study and filled in EFL teachers’ L2 Self Development Questionnaire as well as Teacher Self-Efficacy Scale (TSES). The participants were also requested to specify the mean scores of the achievement tests they administered to their students in the previous term. The results of data analysis indicated significant relationships of teachers’ possible selves development with their self-efficacy and students’ achievement. To investigate which components of possible selves might have more predictive power in predicting teacher’s self-efficacy and student’s achievement, regression analysis was run. The four subscales of possible selves – ideal, ought-to, actual, and feared selves- were found to be good predictors of teacher self-efficacy and only three subscales of possible selves including ideal, ought-to, and actual selves were strongly correlated with student’s achievement.

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