Examining The Relationship Among Stroke, Strictness, Gender Identity, and Teacher Success from EFL Teachers’ Perspective

The present study aimed to investigate the role of EFL teacher’s strictness, stroke, and gender identity in teacher success. To do so, 420 EFL teachers, 200 males and 220 females, participated in the study. The teachers were teaching English courses in different language institutes in Tehran and Alborz provinces in Iran. The method for sample selection was convenience sampling. The present study was in the form of a survey design. To collect the required information, four instruments were administered to the sample of the study: Characteristics of Successful Iranian EFL Teachers Scale, Masculinity/Femininity Scale, Student Stroke Scale, and Teacher Strictness Scale. For collecting the data, these questionnaires were filled out by the participants during one month. After collecting the data, Pearson product-moment correlation formula and Path Analysis were used to analyze the data. The findings showed that there are no significant differences between female and male teachers’ perception of stroke, strictness, and gender identity. The findings indicated that strictness does not have a significant positive effect on female and male teachers’ success. Additionally, gender identity and stroke play a significant role in predicting female and male teachers’ success. As insufficiency of effective teachers can harm learning to a great extent, knowledge of the factors which might cause teacher success seems to be necessary for teacher trainers.