چکیده:
Learning styles are assumed to be consistent with personality characteristics of
individuals (Brown, 2003; Kolb, 1984). Teachers’ teaching efficacy (Bandura,
1997, 1977, 1995; Wheatley, 2001) has also been found to be important in
educational reform. However, the impacts of gender and personality on language
teachers' teaching efficacy and teaching activities preferences have not been
adequately explored. This study was an attempt to investigate the impacts of
personality and gender on Iranian English teachers' teaching activities preferences
and their teaching efficacy. To accomplish this, 280 male and female English
language teachers participated in the study. Myers -Briggs Type Indicator (MBTI),
teaching efficacy, and teaching activities preference questionnaires were used. To
analyze the data, descriptive statistics and Two ANOVA tests were used .The
results of the study showed that ESTJ (extroverted, sensing, thinking, and judging)
and ISTJ (introverted, sensing, thinking, and judging) were predominant
personality types among Iranian EFL teachers. Results also indicated that both
male and female teachers with different personality types have the same sense of
teaching efficacy. It was also revealed that gender and personality influence
teachers' teaching activities preferences.
خلاصه ماشینی:
"Iranian Journal of Applied Linguistics (IJAL), Vol. 14, No. 1, March 2011, 1-22 On the Impacts of Gender and Personality Types on Iranian EFL Teachers’ Teaching Efficacy and Teaching Activities Preferences Goudarz Alibakhshi * Assistant Professor of Applied Linguistics, Yasouj University, Yasouj, Iran Received 4 April 2010; revised 23 September 2010; accepted 10 December 2010 Abstract Keywords: Introduction Research into the nature of language learning and teaching has highlighted the role personality factors play in these processes.
More specifically, the following research questions are addressed in the present study: 1- Does gender and personality type have any significant impacts on Iranian EFL teachers’ teaching efficacy?
The review of the previous studies (Coladric, 1992; Riggs & Enchos, 1990; Hoy & Woolfolk, 1990; Soodak & Podell, 1997) on teachers' self-efficacy indicate that there are two different dimensions to teachers’ perceived efficacy: Personal Teaching Efficacy (PTE) – a teacher's belief that he or she can influence student learning – and Teaching Efficacy- a teacher's belief about the changes that the teaching profession can result in for students.
Gender and Language Teaching and Learning In psychology, researchers who have long been interested in the relationship of gender with behavior and cognition, have found significant gender-related differences in social behavior, cognitive activity, and general verbal ability (Bacon & Finnemann, 1992).
Then, as the main questions of the study investigated the impacts of gender and personality on teachers' teaching efficacy, two different two-way ANOVA tests were used to analyze the related data."