چکیده:
Nowadays, in line with trends in language teaching that follow the use of student-centered teaching/testing activities, there is growing consensus that students differ in their multiple intelligences. Furthermore, self-efficacy is one of the determining factors of success for people almost in any context. Assuming that the multiple intelligences profiles in tandem with self-efficacy of teachers may jointly work in shaping the efficiency and effectiveness of their teaching careers, this study investigated the relationship between Iranian EFL student-teachers‟ multiple intelligences and their self-efficacy. Thirty five male and female EFL student-teachers from private language schools in Urmia completed Multiple Intelligences (McKenzie 1999) and the Teachers‟ Senses of Efficacy Scale (Tschannen-Moran and Woolfolk-Hoy, 2001) questionnaires. A positive large correlation was found between total multiple intelligence and total self-efficacy of the student-teachers. The amount of R square in regression analysis indicated that teachers‟ self-efficacy is accounted for by their multiple intelligences, and intrapersonal intelligence played a pivotal role in predicting self-efficacy of these teachers. The most frequently used and favored abilities were found to be intrapersonal and existential intelligences. Concerning self-efficacy sub-scales, teachers most reported to be self-efficacious in instructional strategies and student engagement. This study suggests that language teachers can benefit from multiple intelligences training programs and can apply the principles in their own classes in order to enhance the quality of the materials they deliver.
خلاصه ماشینی:
"Thirty five male and female EFL student-teachers from private language schools in Urmia completed Multiple Intelligences (McKenzie 1999) and the Teachers‘ Senses of Efficacy Scale (Tschannen-Moran and Woolfolk-Hoy, 2001) questionnaires.
The present research was aimed at exploring the possible relationship between Iranian EFL student teachers‘ multiple intelligences and their senses of self-efficacy.
Instrumentation The two instruments used in this research were Walter McKenzie (1999) multiple intelligences (MI) questionnaire and the teachers‘ senses of efficacy scale (Tschannen-Moran & Woolfolk-Hoy, 2001).
RESULTS This study investigated the relationship between Iranian EFL student- teachers‘ multiple intelligences and their self-efficacy.
Note: NI: Natural intelligence; MI: Musical intelligence; L-MI: Logical-mathematical intelligence; EI: Existential intelligence; Inter-P-: Inter-personal intelligence; B-KI: Bodily-kinesthetic intelligence; V-LI: Verbal-linguistic intelligence; Intra-PI: Intra-personal intelligence; V-SI: Visual-spatial intelligence; EIS: Efficacy for instructional strategies; ECM: Efficacy for classroom management; ESE: Efficacy for student engagement Self-efficacy Prediction through Multiple Intelligences As stated in Research Question 2, this study also investigated the extent to which the categories of MI were able to predict SE through regression analysis.
DISCUSSION This study found that there is a large positive relationship between Iranian EFL student-teachers‘ multiple intelligences and their self- efficacy.
Similarly, two years later, Mahasneh (2013) investigated the relationship between multiple intelligence and self-efficacy of students and found a significant positive correlation between self-regulatory and the bodily-kinesthetic, logical, interpersonal, intrapersonal, musical, existential, visual, and verbal linguistic intelligences.
Hence, the present research underscores the importance of multiple intelligences and self-efficacy for the success of an educational program particularly as far as Iranian EFL student-teachers‘ professionalism is concerned."