The Relationship among University Lecturers’ Institutional identity, Professional Identity, and Teaching Efficacy

Journal of English Language Pedagogy and Practice

مقاله 1، دوره 9، شماره 19، بهمن 2016، صفحه 1-20   

نوع مقاله: Research Paper

نویسندگان

Dlnia Esmaili¹؛ adel Dastgoshadeh^{* 2}

¹Department of English, Sanandaj Branch, Islamic Azad University,Sanandaj, Iran

²Department of English, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

چکیده

The purpose of this study was to investigate the relationship among Iranian EFL university lecturers’ professional and institutional identity, and their teaching efficacy. To this end, 100 EFL university lecturers from different branches of Islamic Azad Universities, including Kermanshah, Isfahan and Hamedan, took part in the study by completing the Professional Identity Questionnaire, the Institutional Identity Questionnaire, and the Teachers’ Efficacy Scale. The sampling strategy for selection of the participants of this study was convenience sampling. To answer the research questions, Pearson product-moment correlation and Multiple-regression analyses were run. The results showed that there exists a statistically significant positive relationship between EFL university lecturers' a) professional identity and teaching efficacy, and b) institutional identity and teaching efficacy. 

کلیدواژه‌ها

EFL university lecturers؛ institutional identity؛ professional identity؛ research efficacy؛ teaching efficacy

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