The Relationship among University Lecturers’ Institutional identity, Professional Identity, and Teaching Efficacy
محورهای موضوعی : language teachingدلنیا اسماعیلی 1 , adel Dastgoshadeh 2
1 - Department of English, Sanandaj Branch, Islamic Azad University,Sanandaj, Iran
2 - Department of English, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
کلید واژه: EFL university lecturers, institutional identity, professional identity, research efficacy, teaching efficacy,
چکیده مقاله :
The purpose of this study was to investigate the relationship among Iranian EFL university lecturers’ professional and institutional identity, and their teaching efficacy. To this end, 100 EFL university lecturers from different branches of Islamic Azad Universities, including Kermanshah, Isfahan and Hamedan, took part in the study by completing the Professional Identity Questionnaire, the Institutional Identity Questionnaire, and the Teachers’ Efficacy Scale. The sampling strategy for selection of the participants of this study was convenience sampling. To answer the research questions, Pearson product-moment correlation and Multiple-regression analyses were run. The results showed that there exists a statistically significant positive relationship between EFL university lecturers' a) professional identity and teaching efficacy, and b) institutional identity and teaching efficacy.
هدف از این پژوهش بررسی رابطه بین هویت حرفه ای و هویت سازمانی اساتید زبان انگلیسی ایرانی با درجه کارایی ایشان بود. تحقیق جاری با 100 نفر به عنوان نمونه آماری از اساتید زبان دانشگاهی از دانشگاه های آزاد اسلامی اصفهان، کرمانشاه و همدان صورت گرفت که همگی بصورت پر کردن پرسشنامه هویت حرفه ای طراحی شده)، پرسشنامه هویت سازمانی و مقیاس سودمندی معلمان را پر کردند. روش نمونه گیری برای انتخاب شرکت کنندگان در این مطالعه, روش نمونه گیری تسهیلاتی بود به این معنا که شرکت کنندگان بر اساس در دسترس بودن و مجاورت به محقق انتخاب شدند. برای پاسخ به پرسش های تحقیق، چهار ضریب جداگانه پیرسون محصول لحظه، و دو رگرسیون جداگانه اجرا شد. نتایج نشان می داد که ارتباط آماری مثبتی وجود دارد. علاوه بر این، نتایج نشان می داد که، هویت حرفه ای، کارایی تدریس اساتید زبان دانشگاهی را بهتر پیش بینی می کرد.
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