Abstract:
Purpose: This paper follows a two-fold objective: First it examines the relationship between the external factors of compensation, support, empowerment, boundaries and expectations, pre-service and in- service training and Iranian EFL teachers’ performance. Second, it searches for the moderating effect of self-regulation on the relationship between teachers’ external assets and their performance. Methodology: To achieve the above aims, a quantitative approach to research was employed. The samples included two hundred Iranian EFL teachers of universities and English institutes of Kerman, Iran. The data were collected by means of self-administered questionnaires and analyzed by AMOS software. Findings: The direct structural model was employed to determine the path relationships between the external factors and teachers’ performance. The result showed that external assets had a positive and significant effect on the Iranain EFL teachers' performance as dependent variable (β = .372, C. R= 6.211, P <.05). Moreover, self-regulation moderates the path relation between two of the variables: boundaries and expectation and the EFL teachers' performance. Discussion: The path relation between the other four variables of the external assets including pre-service and in- service training, support, compensation and empowerment for low and high self-regulation was not found to be significant, i.e. self-regulation moderation effect for these relations was not supported.
Purpose: This paper follows a two-fold objective: First it examines the relationship between the external factors of compensation, support, empowerment, boundaries and expectations, pre-service and in- service training and Iranian EFL teachers’ performance. Second, it searches for the moderating effect of self-regulation on the relationship between teachers’ external assets and their performance. Methodology: To achieve the above aims, a quantitative approach to research was employed. The samples included two hundred Iranian EFL teachers of universities and English institutes of Kerman, Iran. The data were collected by means of self-administered questionnaires and analyzed by AMOS software. The direct structural model was employed to determine the path relationships between the external factors and teachers’ performance. Findings: The result showed that external assets had a positive and significant effect on the Iranian EFL teacherschr('39') performance as dependent variable (β = .372, C. R= 6.211, P Discussion: Working conditions for teachers should be best promote effective learning and enable teachers to concentrate on their professional tasks.
Machine summary:
Department of English Language Teaching and Translation, Shiraz Branch, Islamic Azad University, Shiraz, Iran / Article history: Received date: 19 September 2017 Review date: 27 October 2017 Accepted date:26 November 2017 Printed on line: 15 October 2018 Keywords: external factors, EFL teachers’ performance, self-regulation.
Abstract Purpose: This paper follows a two-fold objective: First it examines the relationship between the external factors of compensation, support, empowerment, boundaries and expectations, pre-service and in- service training and Iranian EFL teachers’ performance.
External Factors and Iranian EFL Teachers’ Performance: Examining the Effectiveness of Self- regulation, Iranian journal of educational Sociology, 1(2), 131-145.
, 1993; Faupel, 1992; Ingersoll & Alsalam, 1997; Perie & Baker, 1997).
The findings of the study indicated that there is a significant relationship between EFL teachers' self-regulation and their teaching effectiveness.
3. Does teachers’ self-regulation moderate the relationship between external assets (support, empowerment, compensation, pre-service and in-service training, boundaries and expectations) and EFL teacher’s performance?
Regression Weights in Direct Structural Model / Standardized unstandardized H H H H8: / In order to test the moderation effects of self-regulation on the relationship between external assets (support, empowerment, compensation, pre-service and in-service training, boundaries, and expectations) with EFL teachers' performance multi-group modeling based on direct structural model conducted.
The results showed that pre-service and in- service training as external assets had a positive and significant effect on the EFL teachers' performance as dependent variable (β = .