چکیده:
Teacher competency is defined as a knowledge, skill, ability, personal quality, experience or other characteristic that contributes to a teacher capacity to teach effectively. Despite the importance of teachers competency in teaching, few studies in Iranian EFL context have explored the relationship between self-efficacy and teachers competency. Accordingly, the present study attempted to investigate the effects of self-efficacy on a group of Iranian high school EFL teachers competency by using one-sample t-test, confirmatory factor analysis and Structural Equation Modelling (SEM) approach. A total of 197 high school EFL teachers teaching English in Hormozgan province (namely, in Bandar Abbas and Minab cities) participated in the study. A teacher competency test and a self-efficacy beliefs scale were used to collect the necessary data. The results of data analyses indicated that that there was positive relationship between self-efficacy and EFL teachers competency. Likewise, instructional strategy, as the subscale of self-efficacy, could best predict EFL teachers competency. As for the implications of the study, it can be suggested that the results of the study can be used as a framework in improving EFL teacher education policy and designing and implementing of teacher-training programs.
مهارت تدریس معلمان مجموعه ای از ویژگیهای شخصی ،تواناییها، دانش ها، مهارتها و نگرشها است که باعث می شود عملکرد موثر معلمان در موقعیتهای تدریس مختلف افزایش پیدا کند. با وجود اهمیت مهارت تدریس معلمان در طراحی شیوه های تدریس و عملکرد کلاسی، اما در ایران تحقیقات اندکی به این مهم پرداخته اند و عوامل تاثیر گذار برآن را کشف کرده اند. در نتیجه تحقیق حاضر کوشید تا با روش تحلیل معادلات ساختاری، تاثیر متغیر خود کار آمدی را بر مهارت تدریس معلمان ایرانی زبان انگلیسی را تهیه و آن را بسنجد. این تحقیق با حضور 197 معلم زبان انگلیسی که همگی در دبیرستانهای استان هرمزگان ( شهرهای بندر عبای و میناب)تدریس می کنند انجام شد.برای انجام این تحقیق ،معلمان پرسشنامه مهارت تدریس معلمان و پرسشنامه باورهای خود کار آمدی تکمیل کردند. آزمون مدل معادلات ساختاری نشان داد که متغیر خود کار آمدی رابطه مثیت با مهارت تدریس معلمان داشت. همچنین نتایج حاصل ازتحلیل مدل معادلات ساختاری نشان داد که استراتژی آموزشی به عنوان مولفه متغیر خود کارآمدی بیشترین اثر بر مهارت تدریس معلمان داشت. از نتایج تحقیق می توان در آموزش زبان انگلیسی، برنامه ریزی درسی و ارتقا دانش و مهارت تدریس معلمان زبان انگلیسی استفاده کرد.
خلاصه ماشینی:
The Effects of Self-Efficacy on Iranian EFL Teachers’ competency in ELT Khalil Sazideh1, Shahram Afraz2*, Fazlolah Samimi3 Iranian Evolutionary and Educational Psychology Journal December 2020: 278-293 © University of Hormozgan Publication 2020 DOI: 10.
Accordingly, the present study attempted to investigate the effects of self-efficacy on a group of Iranian high school EFL teachers’ competency by using one-sample t-test, confirmatory factor analysis and Structural Equation Modelling (SEM) approach.
It is important to understand teachers’ perceptions and beliefs because teachers are seriously involved in var- ious teaching and learning processes and they are practitioners of educational principles and theories (Jia, Es- lami & Burlbaw, 2006).
Findings from research on teachers’ perceptions and beliefs indicate that these perceptions and beliefs not only have considerable influence on their competency and classroom behavior but also are related to their students’ achievement (Grossman, Reynolds, Ringstaff & Sykes, 1985; Hollon, Anderson & Roth, 1991; Johnson, 1992; Morine-Dershimer, 1983; Prawat & Anderson, 1988; Wilson & Wineburg, 1988).
The original goal of the research was to investigate the effects of self-efficacy beliefs on EFL teachers’ competency in ELT using Structural Equation Modelling (SEM) approach which brings together reliability statistics anal- ysis, One-sample t-test and confirmatory factor analysis in hypothesizing the relationships between variables.
The results of this analysis indicated that self-efficacy has a positive and moderate effect on teachers’ competency in ELT based on the data collected from Iranian high school EFL teachers.
Moreover, teacher self-efficacy is associated with teachers’ competency in their own ability to plan, organize and carry out classroom activities required to attain given educational goals (Federici & Skaalvik, 2012).