چکیده:
This study explored the relationship among EFL teachers’ self-efficacy, language proficiency, and classroom management. A total of 110 Iranian EFL teachers of different levels of high schools and private language schools in Tehran participated in this research. The data were collected through two questionnaires and one test: the Teacher Self-Efficacy Scale and a sample TOEFL were administered in two different sessions while two sessions of each teacher’s class were observed by two raters who used the Murdoch(2000) checklist to score the effectiveness of each teacher’s teaching. To find out the relationship among the three variables of this study, that is the teachers’ self-efficacy, language proficiency, and classroom management, a Pearson correlation was carried out. The results revealed that teachers’ self-efficacy was correlated with their language proficiency and that language proficiency and effective classroom management were not correlated. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their self-efficacy.
خلاصه ماشینی:
EFL Teachers’ Language Proficiency, Classroom Management, and Self- Efficacy Hamid Marashi*, Associate Professor, Central Tehran Branch, Islamic Azad University, Tehran, Iran hamid.
The data were collected through two questionnaires and one test: the Teacher Self-Efficacy Scale and a sample TOEFL were administered in two different sessions while two sessions of each teacher’s class were observed by two raters who used the Murdoch(2000) checklist to score the effectiveness of each teacher’s teaching.
Keywords: ELT, teacher variables, language proficiency, self-efficacy, effective classroom management Introduction In the world today, English is considered to be the universal language as it is understood at least to a threshold of functional communication in many – if not all – countries around the world.
g. Brouwers & Tomic, 2000; Carara, Barbaranelli, Steca, & Malone, 2006; Chacón, 2005; Cheung, 2008; Goker, 2006; Hoy & Spero, 2005; Sewell & St. George, 2000; Skaalvik & Skaalvik, 2007; Tschannen-Moran & Woolfolk Hoy, 2007) with more than just a few studies conducted in Iran (e.
g. Eslami & Fatahi, 2008; Ghonsooly, Khajavy, & Mohaghegh Mahjoobi, 2014; Marashi & Dakhili, 2015; Vaezi & Fallah, 2011).
g. Barrera, Braley, & Slate, 2010; Clunies-Ross, Little, & Keinhuis, 2008; Gencer & Cakiroglu, 2007; Giallo, & Little, 2003; Hoang, 2009; Main & Hammond, 2008; Shernoff & Kratochwill, 2007) with certain studies reporting findings from the Iranian context (e.
Based on the abovementioned points and a review of the studies conducted, the researchers felt that there is a gap in the literature on the possible connection of the three constructs of language proficiency, self-efficacy, and classroom management among EFL teachers.