EFL Teachers’ Adversity Quotient and Self-Efficacy: A Personality Comparison
محورهای موضوعی : Research in English Language Pedagogy
Hamid Marashi
1
,
Zahra Araghi
2
1 - English Dept, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - English Dept, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: Adversity quotient, Extrovert, Introvert, Self-efficacy,
چکیده مقاله :
The role and performance of teachers during their classroom interaction are hugely affected by their personality types. Accordingly, the goal of this research was to investigate whether a significant relationship exists between the adversity quotient and self-efficacy of introverted and extroverted EFL teachers’. Utilizing the Eysenck Personality Inventory among a number of teachers who took part in this study (i.e., nonrandom convenience sampling), 120 participants were originally selected for the present study and subsequently responded to the Teachers’ Sense of Efficacy Scale (OSTES) and the Adversity Quotient Profile (AQP). However, in the preliminary descriptive statistics, four outliers disrupting the normality of the scores had to be removed leaving 116 final participants (29 introvert males, 29 introvert females, 29 extrovert males, and 29 extrovert females). Ultimately, a Pearson correction and linear regression were run. The findings portrayed a significantly positive correlation between introvert and extrovert EFL teachers’ adversity quotient and self-efficacy. The results of this study could be employed to guide and inform teachers about their personal level of AQ and SE with respect to their standing in the extro-/introversion continuum while the study may also bear implications at the institutional level for both the process of teacher recruitment and in-service training.
The role and performance of teachers during their classroom interaction are hugely affected by their personality types. Accordingly, the goal of this research was to investigate whether a significant relationship exists between the adversity quotient and self-efficacy of introverted and extroverted EFL teachers’. Utilizing the Eysenck Personality Inventory among a number of teachers who took part in this study (i.e., nonrandom convenience sampling), 120 participants were originally selected for the present study and subsequently responded to the Teachers’ Sense of Efficacy Scale (OSTES) and the Adversity Quotient Profile (AQP). However, in the preliminary descriptive statistics, four outliers disrupting the normality of the scores had to be removed leaving 116 final participants (29 introvert males, 29 introvert females, 29 extrovert males, and 29 extrovert females). Ultimately, a Pearson correction and linear regression were run. The findings portrayed a significantly positive correlation between introvert and extrovert EFL teachers’ adversity quotient and self-efficacy. The results of this study could be employed to guide and inform teachers about their personal level of AQ and SE with respect to their standing in the extro-/introversion continuum while the study may also bear implications at the institutional level for both the process of teacher recruitment and in-service training.
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