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Journals / IOJET / 2020 / Cilt: 7 - Sayı: 4

TEACHER EFFICACY AND ITS CORRELATES IN THE EFL CONTEXT OF IRAN: THE ROLE OF AGE, EXPERIENCE, AND GENDER

Sahba REZAİAN
Esmaeel ABDOLLAHZADEH
Journal
IOJET
Pages
1533–1548
Publication Date
2022-10-18
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Furthermore, theresults indicated no meaningful differences in perception among teachers with different age,experience, and gender levels across all the subscales of collective teacher efficacy or teacherself-efficacy.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Teacher efficacy is a context and culture-specific construct.
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Key Findings & Data:Moreover, this study was an attempt to discover whether age, gender, andexperience can significantly influence perceptions of collective and self-teacher self-efficacy.Data were collected from 130 English language instructors through Tschannen-Moran andWoolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (TSES) and Goddard's (2002)Collective Teacher Efficacy Scale questionnaires.
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Conclusion & Impact:Furthermore, theresults indicated no meaningful differences in perception among teachers with different age,experience, and gender levels across all the subscales of collective teacher efficacy or teacherself-efficacy.
🔬Design:Survey & Empirical Study
📍Scope:2001 Verileri
⚙️Variables:Domain Parameters

Abstract

Teacher efficacy is a context and culture-specific construct. The current study explored thetwo types of teacher efficacy (individual and collective teacher efficacy) among Iranian Englishlanguage instructors. Moreover, this study was an attempt to discover whether age, gender, andexperience can significantly influence perceptions of collective and self-teacher self-efficacy.Data were collected from 130 English language instructors through Tschannen-Moran andWoolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (TSES) and Goddard's (2002)Collective Teacher Efficacy Scale questionnaires. Multivariate Analysis of Variance(MANOVA) showed no significant difference between the English instructors' collectiveteacher efficacy and teacher self-efficacy and their respective subscales. Furthermore, theresults indicated no meaningful differences in perception among teachers with different age,experience, and gender levels across all the subscales of collective teacher efficacy or teacherself-efficacy. We conclude that efficacy beliefs seem to be resistant to change once establishedand may not change significantly with age, experience and gender.

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Cite This Article

REZAİAN, S., ABDOLLAHZADEH, E. (2022). TEACHER EFFICACY AND ITS CORRELATES IN THE EFL CONTEXT OF IRAN: THE ROLE OF AGE, EXPERIENCE, AND GENDER. IOJET, Cilt: 7 - Sayı: 4, 1533–1548. https://ajindex.com/articles/542273

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