The Relationships between Gender Identity and Teacher Success in Iranian EFL Context
محورهای موضوعی : Applied Linguistics
Reza Afsharpour
1
(
Department of English language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul-Iran.
)
Ghasem Barani
2
(
Department of English language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul-Iran.
)
Seyyed Hassan Seyyedrezaei
3
(
Department of English language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul
)
Zari Sadat Seyyedrezaie
4
(
Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran.
)
کلید واژه: EFL Teachers, Gender Identity, Teacher Success.,
چکیده مقاله :
The current study sought to investigate, from the perspectives of male and female English as a foreign language (EFL) teachers, the relationships between gender identity and the success of EFL teachers. In order to achieve this goal, 420 EFL teachers—200 men and 220 women—participated in the study. The teachers were delivering English instruction at several language schools located in Alborz and Tehran. Convenience sampling was used to choose the participants. The design used in this study was correlational. The participants were given the Masculinity/Femininity Scale and the Characteristics of Successful Iranian EFL Teachers Scale to gather data. The participants completed the scales over the course of a month. Following data collection, the data was analyzed using the Pearson product-moment correlation technique. The results demonstrated a significant relationship between gender identity and the success of male and female teachers. The study concludes with a discussion of the implications of the study.
The current study sought to investigate, from the perspectives of male and female English as a foreign language (EFL) teachers, the relationships between gender identity and the success of EFL teachers. In order to achieve this goal, 420 EFL teachers—200 men and 220 women—participated in the study. The teachers were delivering English instruction at several language schools located in Alborz and Tehran. Convenience sampling was used to choose the participants. The design used in this study was correlational. The participants were given the Masculinity/Femininity Scale and the Characteristics of Successful Iranian EFL Teachers Scale to gather data. The participants completed the scales over the course of a month. Following data collection, the data was analyzed using the Pearson product-moment correlation technique. The results demonstrated a significant relationship between gender identity and the success of male and female teachers. The study concludes with a discussion of the implications of the study.
