Exploring the Interplay among Stroke, Strictness, and Teacher Success from EFL Teachers’ Perspective: A Mixed-Methods Study
محورهای موضوعی : نشریه زبان و ترجمه
Reza Afsharpour
1
,
Ghasem Barani
2
,
Seyyed Hassan Seyyed Rezaei
3
,
Zari Sadat Seyyedrezaei
4
1 - Department of English language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
2 - Department of English language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
3 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
4 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
کلید واژه: gender, Stroke, EFL teachers, Teacher success, Strictness,
چکیده مقاله :
This mixed-methods study aimed to explore the interplay among stroke, strictness, and teacher success from Iranian male and female EFL teachers’ points of view. This study employed a sequential explanatory mixed-methods approach. In the present study, 420 EFL teachers, 200 males and 220 females, participated based on convenience sampling. For collecting the quantitative data, three questionnaires were employed. From the sample of the study, 50 EFL teachers (25 male and 25 female) were interviewed on teacher stroke and teacher strictness. The intended variables' relationships were examined using the Pearson product-moment correlation formula, and thematic analysis (TA) was applied to analyze the qualitative data. The findings showed that there is a significant relationship between female and male teachers' success and stroke, and there is also a significant relationship between female and male teachers' success and strictness. The qualitative findings indicated that the male and female teachers adopted a positive view toward strictness and stroke as the teachers behaviors in the class in which complement the quantitative findings. At the end of the paper, the implications of the study were presented.
این مطالعه ترکیبی با هدف بررسی نقش نوازش و سختگیری در موفقیت معلمان از دیدگاه معلمان زن و مرد ایرانی زبان انگلیسی انجام شد. این مطالعه از یک رویکرد ترکیبی توضیحی متوالی استفاده کرد. در پژوهش حاضر، 420 معلم زبان انگلیسی، 200 مرد و 220 زن، شرکت کردند. مدرسین دوره های زبان انگلیسی را در موسسات مختلف زبان در استان های تهران و البرز در ایران تدریس می کردند. روش انتخاب نمونه، نمونه گیری در دسترس بود. داده‌ها از سه منطقه آموزشی منطبق بر اقشار ضعیف، متوسط و بالا در استان‌های تهران و البرز جمع‌آوری شده است. برای جمع آوری داده های کمی از سه پرسشنامه استفاده شد. حدود 15 تا 20 دقیقه طول کشید تا شرکت کنندگان هر پرسشنامه را تکمیل کنند. داده ها در طول چهار ماه جمع آوری شد. پس از جمع آوری داده های کمی، مرحله کیفی انجام شد. از نمونه پژوهش، 50 معلم زبان انگلیسی (25 مرد و 25 زن) با پژوهشگر نوازش و سختگیری معلم مصاحبه شدند. روابط متغیرهای مورد نظر با استفاده از فرمول همبستگی پیرسون مورد بررسی قرار گرفت و برای تجزیه و تحلیل داده های کیفی از تحلیل موضوعی (TA) استفاده شد. یافته ها نشان داد که بین موفقیت معلمان زن و مرد و نوازش و همچنین بین موفقیت و سختگیری معلمان زن و مرد رابطه معناداری وجود دارد. همچنین یافته های کیفی نشان داد که معلمان زن و مرد نسبت به سختگیری و نوازش به عنوان رفتارهای معلم در کلاس که مکمل یافته های کمی هستند، دیدگاه مثبتی اتخاذ کرده اند. در پایان مقاله، کاربردهای آموزشی یافته های پژوهش ارائه شد.
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