Iranian EFL Teachers’ Perceived Resilience Practice and its Prediction Through Teaching Style
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
1 - Ph.D. Candidate, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
کلید واژه: EFL Teachers, Resilience, Teaching Styles, Iranian Education, Predictors,
چکیده مقاله :
The current research explored the connection between teaching styles and overall resilience among Iranian EFL instructors. Utilizing a correlational research design, the study selected 100 EFL teachers from diverse educational settings through convenience sampling. The participants were asked to complete two assessment tools: the Multidimensional Teacher Resilience Scale and the Grasha-Riechmann Teaching Style Survey. Data analysis was conducted using descriptive and inferential statistical methods via SPSS 26. Findings indicated that Iranian EFL teachers exhibited a moderate level of general resilience, with professional resilience emerging as the most prominent dimension. Additionally, all categories of teaching styles were found to be significant predictors of general resilience, with the expert teaching style serving as the strongest predictor and the formal authority style as the least influential. The study concluded that teaching styles may play a crucial role in fostering the resilience of EFL teachers, offering several implications and recommendations for teacher education and professional development.
The current research explored the connection between teaching styles and overall resilience among Iranian EFL instructors. Utilizing a correlational research design, the study selected 100 EFL teachers from diverse educational settings through convenience sampling. The participants were asked to complete two assessment tools: the Multidimensional Teacher Resilience Scale and the Grasha-Riechmann Teaching Style Survey. Data analysis was conducted using descriptive and inferential statistical methods via SPSS 26. Findings indicated that Iranian EFL teachers exhibited a moderate level of general resilience, with professional resilience emerging as the most prominent dimension. Additionally, all categories of teaching styles were found to be significant predictors of general resilience, with the expert teaching style serving as the strongest predictor and the formal authority style as the least influential. The study concluded that teaching styles may play a crucial role in fostering the resilience of EFL teachers, offering several implications and recommendations for teacher education and professional development.
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