Iranian EFL Teachers’ Beliefs in English Language Institutes and Universities
محورهای موضوعی : نشریه زبان و ترجمهMojtaba Moradi 1 , Rahman Sahragard 2 , Seyyed Ayatollah Razmjoo 3
1 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Department of English Language, Shiraz University, Shiraz, Iran
3 - Department of English Language, Shiraz University, Shiraz, Iran
کلید واژه: University teachers, language institutes, Teachers’ beliefs,
چکیده مقاله :
This study sought to compare Iranian EFL teachers regarding their ethical beliefs at Iranian English language institutes and universities. To this end, first, the grounded theory method was used to conduct some interviews with 40 EFL teachers (20 male, 20 female). They were randomly selected from about 140 teachers working at institutes and universities in Fars province, Iran. After coding the obtained data, some categories were recognized, a model was designed, and exploratory factor analysis was conducted. The results confirmed the existence of social, collaborative, emotional, and managerial impacts. Then, a questionnaire was designed and developed based on grounded theory procedures, literature results, and the results of the qualitative studies. 140 EFL teachers filled it out and then the collected data underwent both descriptive and inferential statistics. The obtained results indicated that there was a significant difference between teachers regarding their ethical beliefs in universities and institutes. Moreover, it was revealed that the male and female teachers were significantly different. The mean scores of the female teachers and the male ones are 79.2500 and 75.2500 respectively. The findings of the current study can be useful for teachers, educators, teacher trainers, policymakers, and evaluators to make appropriate decisions and judgments.
این پژوهش با هدف مقایسه باورهای اساتید ایرانی زبان انگلیسی در موسسات و دانشگاه‌های زبان انگلیسی ایران انجام شد. برای دستیابی به هدف پژوهش از طرح های پژوهشی کیفی و کمی استفاده شد. از اینرو در ابتدا حدود 40 معلم زبان انگلیسی شاغل در موسسات و دانشگاه های استان فارس(20 مرد و 20 زن) برای انجام یک مصاحبه نیمه ساختار یافته به طور تصادفی انتخاب شدند تا با استفاده از روش تئوری زمینه ای مورد بررسی قرار گیرند. پس از کدگذاری داده های به دست آمده از مصاحبه ها، مقوله هایی شناسایی و مدلی طراحی شد. پایایی پرسشنامه از طریق ضریب آلفای کرونباخ بالای 70/0 محاسبه و در تجزیه و تحلیل داده ها نیز از آزمون t مستقل، استفاده شد. نتایج نشان داد که بین باورهای معلمان زبان انگلیسی در دانشگاه ها و مؤسسات تفاوت معناداری وجود دارد و اساتید دانشگاه ازسطح باور بالاتری نسبت به معلمین مؤسسه برخوردار هستند(05/0≥P). لذا نتایج حاصله وجود تأثیرات اجتماعی، مشارکتی، عاطفی و مدیریتی را تأیید می نماید. ضمنا مشخص شد که باورمعلمان زن و مرد زبان انگلیسی نیز متفاوت بوده و تفاوت معناداری با یکدیگر داشته و معلمان زن نیز دارای سطوح باوری بالاتری نسبت به معلمان مرد هستند (05/0≥P). به نظر میرسد ارزیابی باورهای معلمین زبان انگلیسی با تاکید بر تفاوت های جنسیتی شان می تواند در موثر بودن آموزش زبان انگلیسی و درک صحیح رابطه متقابل بین معلم و دانش آموز و تقویت آن موثر باشد.
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