EFL Teacher's Language Proficiency, Classroom Management, and Self-Efficacy
Author(s):
Article Type:
Research/Original Article (بدون رتبه معتبر)
Abstract:
This study explored the relationship among EFL teachers self-efficacy, language proficiency, and classroom management. A total of 110 Iranian EFL teachers of different levels of high schools and private language schools in Tehran participated in this research. The data were collected through two questionnaires and one test: the Teacher Self-Efficacy Scale and a sample TOEFL were administered in two different sessions while two sessions of each teachers class were observed by two raters who used the Murdoch(2000) checklist to score the effectiveness of each teachers teaching. To find out the relationship among the three variables of this study, that is the teachers self-efficacy, language proficiency, and classroom management, a Pearson correlation was carried out. The results revealed that teachers self-efficacy was correlated with their language proficiency and that language proficiency and effective classroom management were not correlated. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their self-efficacy.
Keywords:
Language:
English
Published:
International Journal of Foreign Language Teaching and Research, Volume:6 Issue: 22, Summer 2018
Pages:
89 to 102
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