چکیده:
Teaching experience exerts a remarkable influence on instruction quality. The present study explores the role teaching experience plays in EFL university instructors’ self-assessment (SA) accuracy and its congruence with students’ assessment of it. Furthermore, it delves into the instructors’ perceptions of how their SA of instructional effectiveness is altered as they obtain experience in their career. To this end, 106 EFL instructors’ SA of their instructional effectiveness was compared to that of their 630 students. To this end, two versions of a questionnaire were administered to the instructors and their students. The findings suggest that the highly experienced (Hex, with over 21 years of experience) instructors’ SA, unlike their relatively less experienced colleagues, i.e. less experienced (Lex, with 1-10 years of experience), and moderately experienced (Mex, with 11-20 years of experience), significantly diverges from their students’ assessment. The statements of thirty-three interviewed instructors shed more light on the reasons behind such divergence besides the probable causes of instructional effectiveness erosion among Hex instructors. They blamed the students’ and instructors’ getting no education on accurate evaluation of teaching, adverse conditions dominating the higher education such as lack of standard hiring and evaluation system, job-burn-out and bias. The findings of this research can potentially contribute to EFL university instructor assessment, professional development, and education.
خلاصه ماشینی:
2. Is there any statistically significant difference between Hex, Mex, and Lex EFL instructors in terms of the congruence between their SA and the students’ assessment of their instructional efficacy in student engagement?
4. Is there any statistically significant difference between Hex, Mex, and Lex EFL instructors in terms of the congruence between their SA and the students’ assessment of their instructional efficacy in classroom management?
The first group, EFL instructors, participated in both quantitative and qualitative phases of the research by filling out a revised version of Teacher Sense of Efficacy Scale (TSES) devised by Tschannen-Moran and Woolfolk-Hoy (2001) (Appendix 1), as well as by subsequently responding to the interview questions (Appendix 3).
4. Results and Discussion The present research intended to explore the role of teaching experience in correspondence between EFL instructors’ SA and their students’ assessment of general teaching efficacy and its sub-components namely student engagement, instructional strategies, and classroom management.
Although research findings show that experience plays a remarkable role in raising teachers' instructional efficacy (Fakhary, 2014; Woolfolk-Hoy & Burke-Spero, 2005), and although Pajares (1997) claimed that through experience people enjoy the opportunity to evaluate and consider the results of their own actions, the findings of this research suggest that experience especially in its high levels plays an adverse role in the congruence between the Iranian Hex EFL instructors’ SA and their students' assessment of instruction.