An Investigation into the Impact of IELTS Teachers’ Self-Efficacy Training Workshops on their Learners’ Achievement
محورهای موضوعی : Journal of Studies in Learning and Teaching EnglishMaryam Talebi 1 , Nacim Shangarffam 2 , Behdokht Mall Amiri 3
1 - Ph.D. Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: Teacher Training Workshop, IELTS, Teacher self-efficacy, Learners’ achievement,
چکیده مقاله :
An increasing amount of proof indicates that instructors have a notable impact on foreign language education and acquisition procedure. Moreover, the accomplishment of students is among the most crucial matters that can be affected by various factors connected to the teacher, including the teacher’s efficacy which is regarded as a critical factor in the field of educational psychology and plays a vital role in the language instruction and acquisition process. This mental attribute can yield significant results and potentially result in academic achievement for both educators and learners. Therefore, this study makes an effort to scrutinize the importance of teachers’ efficacy in International English Language Testing System (IELTS) learners’ achievement. To this end, 90 learners participated and took the IELTS Mock test as a pretest and they were assigned to the control and experimental group. Those who were in the experimental group were taught by the teachers who were trained through efficacy workshops. At the end of the semester, the IELTS Mock test was used again as a posttest. The data were collected in the quasi-experimental and the findings of this study through running Multivariate Analysis of Variance (MANOVA) indicated a constructive effect of self-efficacy on IELTS learners’ achievement after the workshop training course. In line with these findings, some implications for language stakeholders were presented.
Ahmed, Z., & Julius, S. H. (2015). Academic performance, resilience, depression, anxiety and stress among women college students. Indian Journal of Positive Psychology, 6(4), 367-370.
Akbari, R., & Allvar, N.K. (2010). L2 teacher characteristics as predictors of students’ academic achievement. English as a Second Language,13(4), 1-22.
Bandura, A. (2010). Self-efficacy. In. B. Weiner, & W. E. Craighead (Eds.), The crostini encyclopedia of psychology (pp.1534-1536). New York,NY: Wiley. doi:10, 97804704 792 16.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. doi:10.1016/j.jsp.2006.09.001.
Chacon, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272. doi:10.1016/j.tate.2005.01.001.
Choi, E., & Lee, J. (2016). Investigating the relationship of target language proficiency and self-efficacy among non-native EFL teachers. System, 58(2), 49-63. doi:10.1016/j. system.2016.02.010.
Clark, D. A. (2002). Visions of development: A study of human values. Edward Elgar Publishing.
Engels, M. C., Spilt, J., Denies, K., & Verschueren, K. (2021). The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories. Learning and Instruction, 75(2), 101485. doi:10.1016/j.learninstruc. 2021.101485
Fathi, J., Derakhshan, A., & Saharkhiz Arabani, A. (2020). Investigating a structural model of self-efficacy, collective efficacy, and psychological well-being among Iranian EFL teachers. Iranian Journal of Applied Linguistics Studies, 12(1), 61-80. doi: 10. 22111/ IJALS.2020. 5725.
Fathi, J., Derakhshan, A., & Saharkhiz Arabani, A. (2020). Investigating a structural model of self-efficacy, collective efficacy, and psychological well-being among Iranian EFL teachers. Iranian Journal of Applied Linguistics Studies, 12(1), 61-80. doi: 10. 22111/ IJALS.2020.5725.
Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 1-32. .doi.org/10.1037/edu0000 133.
Han, J., Yin, H., Wang, J., & Bai, Y. (2020). Challenge job demands and job resources to university teacher well-being: the mediation of teacher efficacy. Studies in Higher Education, 45(8), 1771-1785. doi: 10.1080/03075079.2019.1594180
Hwang, M. H., Lim, H. J., & Ha, H. S. (2017). Effects of grit on the academic success of adult female students at Korean open university. Psychological Reports, 121(4), 705-725. doi:10.1177/0033294117734834.
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58-71.doi:10.1080/07294360.2017.1344197.
Kanfer, R., Wolf, M. B., Kantrowitz, T. M., & Ackerman, P. L. (2010). Ability and trait complex predictors of academic and job performance: A person-situation approach. Applied psychology, 59(1), 40-69. doi:10.1111/j.1464-0597.2009.00415.x.
Kheirzadeh, S., & Sistani, N. (2018). The effect of reflective teaching on Iranian EFL students’ achievement: The case of teaching experience and level of education. Australian Journal of Teacher Education, 43(2), 143-156. doi:10.14221/ajte.2018v43n2.8.
Kim, K. R., & Seo, E. H. (2018). The relationship between teacher efficacy and students’ academic achievement: A meta-analysis. Social Behavior and Personality, 46(4), 529-540. doi:10.2224/sbp.6554.
Klusmann, U., Richter, D., & Ludtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193-1203. doi:10.1037/edu0000125.
Kola, A. J., & Sunday, O. S. (2015). A review of teachers’ qualifications and its implication on students’ academic achievement in Nigerian schools. International Journal of Educational Research and Information Science, 2(2), 10-15.
Lackney, J.A.(2000). Thirty-three educational design principles for schools & community learning centers. ERIC Clearinghouse, 1(2), 1-33.
Lamb, S., & McKenzie, P. (2001). Patterns of success and failure in the transition from school to work in Australia. Research Report.
Liu, H. Y., Tsai, H. M., Wang, I. T., & Chen, N. H. (2020). Predictors of self-perceived levels of creative teaching behaviors among nursing school faculty in Taiwan: A preliminary study. Journal of Professional Nursing, 36(3), 171-176. doi:10.1016/j.profnurs.2019.09.004
Lu, Q., & Mustafa, Z. (2021). Toward the impact of EFL teachers’ self-efficacy and collective efficacy on students’ engagement. Frontiers in Psychology, 12(2),1-10. doi:10.3389/ fpsyg.2021.744586.
Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on students’ motivation and achievement. Theory & Practice in Language Studies, 2(3),483-491. doi:10.4304/tpls.2.3.483-491.
Paat, F. M. G., Tamayao, A. I., Vecaldo, R. T., Mamba, M. T., Asuncion, J. E. L., & Pagulayan, E. S. (2020). Does being gritty mean being college-ready? Investigating the link between grit and college readiness among Filipino K-12 graduates. International Journal of Learning, Teaching and Educational Research, 19(9), 160-174. doi:10.26803/ ijlter.19.9.9.
Pather, S. (2011). Evidence on inclusion and support for learners with disabilities in mainstream schools in South Africa: off the policy radar? International Journal of Inclusive Education, 15(10), 1103-1117.
Penrose, A., Perry, C., & Ball, I. (2007). Emotional intelligence and teacher self-efficacy: the contribution of teacher status and length of experience. Issues in Educational Research, 17(1), 107-126.
Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: What it is, why it’s important, how it can be alleviated. Theory into Practice, 55(2), 104-111.doi:10.1080/00405 841.2016.1148986.
Robbins, S.P., & Judge, T.A. (2013). Organizational behavior (15th ed.). Pearson Education Inc. Nobel Academic Publishing.
Saeidi, M., & Kalantarypour, M. (2011). The relationship between Iranian EFL teachers’ self-efficacy and students’ language achievement. World Applied Sciences Journal, 15(11), 1562-156
Shahzad, K., & Naureen, S. (2017). Impact of teacher self-efficacy on secondary school students’ academic achievement. Journal of Education and Educational Development, 4(1), 48-72.
Sharma, U., & George, S. (2016). Understanding teacher self-efficacy to teach in inclusive classrooms. In S. Garvin, & D. Pendergast (Eds.), Asia-pacific perspectives on teacher self-efficacy (pp. 37-51). Rotterdam: Sense Publishers.
Simarasl, N., Fayazi, M., & Gholipour, A. (2010). Explanation of the consequences of positive organizational behavior among Iranian librarians. Faslnameye Oil Moderate Iran, 5(17), 23-45.
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67(2), 152-160. doi:10.1016/j.tate.2017.06.006.
Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics (6th ed). Boston: Pearson Education.
Templer, B. (2004). High-stakes testing at high fees: Notes and queries on the international English proficiency assessment market. Journal for Critical Education Policy Studies, 2(1), 1-8.
Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. doi:10.1016/j.tate.2006.05.003.
Tschannen-Moran, M., & Hoy, AW. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31(2), 125-141. doi:10.1016/j.cedpsych.2005.03.002.
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success?. Journal of Educational Psychology, 111(5), 877-902. doi: 10.1037/edu0000324.
Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181-193. doi:10.1037/0022-0663.99.1.181.
Wossenie, G. (2014). EFL teachers’ self-efficacy beliefs, pedagogical success, and students’ English achievement: A study on public preparatory schools in Bahir Dar Town, Ethiopia. Science, Technology, and Arts Research Journal, 3(2), 221-228
Xue, Y. (2022). The Role of EFL Teachers’ Self-Efficacy and Emotional Resilience in Appraisal of Learners’ Success. Frontiers in Psychology, 12(2), 1-10.
Zarei, A. A., & Naghdi, F. (2017). Sources of self-efficacy as predictors of EFL learners’ course performance. European Online Journal of Natural and Social Sciences, 6(1), 56-68.
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. doi:10.3102/0034654315 6 6801.