Experienced and Novice EFL Teachers’ Adversity Quotient and Their Self-Efficacy: Inspecting the Predictive Capacities
محورهای موضوعی : نشریه زبان و ترجمه
مریم قاسمی فام
1
(M.A. Candidate, English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
Mania Nosratinia
2
(English Department, Faculty of Foreign Languages, Islamic Azad University, Central Tehran Branch, Tehran, Iran)
کلید واژه: Self-efficacy, Teaching Experience, Psycholinguistics, Adversity quotient,
چکیده مقاله :
This descriptive study primarily sought to investigate the relationship between experienced and novice EFL teachers’ adversity quotient® (AQ®) and self-efficacy and compare the capacity of EFL teachers' AQ® in terms of predicting their self-efficacy among the two categories of teaching. Selected through implementing a convenience nonrandom sampling modality, a total of 120 male and female EFL teachers took part in the present study. These participants whose age ranged from 20 to 50 (Mage = 26) were put in two categories of novice and experienced (60 in each group). Stoltz’ (2019) Adversity Quotient Profile® Scale version 10.1 and Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher Sense of Self Efficacy Scale (TSES) were administered online among the participants. Having met the pertinent assumptions, two parametric tests, i.e. Pearson’s correlation coefficient and linear regression, were employed to analyze the collected data. The obtained results revealed that there is a positive significant correlation between novice and experienced EFL teachers’ AQ® and self-efficacy. Furthermore, both novice and experienced EFL teachers’ AQ® was a significant predictor of their self- efficacy. The study concludes with a number of implications for EFL teachers and teacher trainers.
این پژوهش توصیفی به منظور بررسی ارتباط بین ضریب تاب آوری و خود کارآمدی معلمان زبان انگلیسی تازه کار و با تجربه انجام گرفته است. در این راستا، 120 نفراز معلمان زبان انگلیسی زن و مرد، با بازه ی سنی 20 تا 50 سال در این پژوهش شرکت نمودند. گزینش آنها از طریق نمونه گیری غیر تصادفی آسان انجام گرفته و سپس به دو گروه 60 نفره ی با تجربه بیش از چهار سال و کمتر از دو سال سابقه ی کاری تقسیم شدند. روش جمع آوری داده ها روش میدانی بوده و شامل استفاده از پرسشنامه های آنلاین الکترونیک است. پرسشنامه ی ضریب تاب آوری نسخه ی 10.1 (2019 اشتالتز) و پرسشنامه ی خود کارآمدی معلمان (2001 وولفولک و تیشانن موران) به شکل آنلاین میان معلمان با تجربه و تازه کار توزیع گردید. پس از بررسی مفروضات مرتبط، دو تست پارامتری، ضریب همبستگی پیرسون و رگرسیون خطی، جهت تحلیل داده های گردآوری شده مورد استفاده قرار گرفتند. نتایج به دست آمده نشان می دهد که رابطه معنی داری بین ضریب تاب آوری و خود کارآمدی برای هر دو گروه معلمان زبان انگلیسی با تجربه و تازه کارجود دارد. بنابراین ضریب تاب آوری معلمان زبان انگلیسی با تجربه و تازه کار می تواند پیش بینی کننده معنا داری برای خود کارآمدی آنها باشد.
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