چکیده:
The review of the literature indicates EFL teachers’ sense of efficacy has been influenced by cognitive and affective factors. Socio-economic factors may also influence EFL teachers’ sense of efficacy directly and their teaching effectiveness indirectly. One of the socioeconomic variables is the quality of work life (QWL). This study was an attempt to investigate the relationship between EFL teachers’ quality of work life and their teaching efficacy. Ninety High school English teachers from Sistan and Baluchestan were selected. The data of the study were collected through two adapted instruments and analyzed through Pearson correlation and linear regression analysis. The results of the study showed that Iranian EFL teachers perceived themselves as having a good level of teaching efficacy. The results also showed that there was a significant correlation between all dimensions of QWL and teachers’ teaching efficacy except for “adequate and fair compensation” is significant at a P value of 0.05, but only one dimension of QWL could predict teachers’ teaching efficacy. Therefore, it could be strongly argued that teachers’ QWL is not the only influential factor in teaching efficacy.
خلاصه ماشینی:
On the Relationship between Iranian EFL Teachers’ Quality of Work Life and Their Teaching Efficacy Goudarz Alibakhshi, Corresponding author, Assistant Professor, Allameh Tabataba’i University, Tehran, Iran, Email: alibakhshi@atu.
This study was an attempt to investigate the relationship between EFL teachers’ quality of work life and their teaching efficacy.
One of the socioeconomic variables which might have an impact on teachers’ efficacy directly and effective teaching indirectly is Quality of work life (QWL).
Day, Elliot, and Kington (2005) assert that the relationships among teachers’ motivation, efficacy, job satisfaction and commitment and between their commitment and the quality of their work have not been the subject of extensive research.
The review of the previous studies (Coladric, 1992; Hoy &Woolfolk, 1990; Riggs & Enchos, 1990) on teachers’ self-efficacy indicates that the teachers perceived efficacy has two different dimensions: 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.
Discussion The main objective of the present study was to explore the relationship between Iranian EFL teachers’ quality of work life and their teaching efficacy.
In line with the results of the present study, it could also be argued that authorities in the Ministry of Education should be aware of the influence of quality of work life factors on teacher teaching efficacy.