On the Relationship between Iranian EFL Teachers’ Self-regulation, Self-resiliency, Gender and Teaching Experience

Research in English Language Pedagogy

مقاله 1، دوره 4، شماره 1، آبان 2016، صفحه 7-25   

نوع مقاله: Original Article

نویسندگان

Nahid Partovi¹؛ Dara Tafazoli^{* 2}

¹Islamic Azad University, Kermanshah Science & Research Branch, Kermanshah, Iran

²Department of English and German Philologies, University of Córdoba,Córdoba, Spain

چکیده

The present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship between EFL teachers’ self-regulatory and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers’ self-regulatory trait was measured by means of the Teacher Self-Regulation questionnaire. Data on EFL teachers’ self-resiliency was gathered through the Qualified EFL teachers’ questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait are more resilient in their students’ points of views. The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulatory and resiliency.The present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship between EFL teachers’ self-regulatory and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers’ self-regulatory trait was measured by means of the Teacher Self-Regulation questionnaire. Data on EFL teachers’ self-resiliency was gathered through the Qualified EFL teachers’ questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait are more resilient in their students’ points of views. The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulatory and resiliency.

کلیدواژه‌ها

Iranian EFL teacher؛ self-regulatory؛ resiliency؛ gender

مراجع

BabaiShishavan, H., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. World Journal of Education, 2(4), 130-142.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84 (2), 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117-148.  
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.   
Benard, B. (1991). Fostering resilience in kids: Protective factors in family, school and community. Retrieved March 1, 2016 from http://files.eric.ed.gov/fulltext/ED335781.pdf
Dembo, M.H. (2001). Learning to teach is not enough–future teachers also need to learn how to learn. Teacher Education Quarterly, 28, 23–35.
Ghanizadeh, A., & Moafian, F. (2011). The relationship  between  Iranian  EFL  teachers’ sense of self-efficacy and their pedagogical success in Language Institutes. Asian EFL Journal, 13 (2), 249-272.  
Ghonsooli, B., & Ghanizadeh, A. (2011) Self-efficacy and self-regulation and their relationship among Iranian EFL teachers.  Language Learning Journal, 38(2), 185-215
Gibson, S., & Dembo, M. (1984). Teacher efficacy: a construct validation.  Journal of Educational Psychology, 76(4), 569-582.  
Hawkins, J., Catalano, R., & Miller, J. (1992). Risk and protective factors for alcohol and other drug problems. Psychological Bulletin, 112(1), 64-105.

Howard, S., & Johnson, B. (2004). Resilient teachers: resisting stress and burnout. Social Psychology of Education. 7(4),399-420.
Howse, R.B., Lange, G., Farran, D.C., & Boyles, C.D. (2003).Motivation and self-regulation as predictors of achievement in economically disadvantaged youngchildren. Journal of Experimental Education, 71(2), 151–174.
Jeremey, R. (1995). Learning in interactive environments: Prior knowledge and new experience. In J.F. Falk & L.D. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda (pp.37-51). Washington, D.C, IN: AmerAssn of Museums.
Kanfer, F.H. (1970). Self-regulation, issues and speculation. In C. Neuringer & J.L. Michael (Eds.), Behavior modification in clinical psychology (pp. 178-220). New York: Appleton-Century- Crofts.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
Maddi, S.R., & Khoshaba, D.M. (2005). Resilience at work. New York, American Management Association.
Masten, A.S., Best, K., & Garmezy, N. (1990) Resilience and development contributions from the study of children who overcome adversity. Development and Psychopathology. 2, 425-444.
Milner, H.R. (2002). A case study of an experienced English teacher’s self-efficacy and persistence through ‘Crisis’  situations:  Theoretical  and practical considerations. High School Journal, 86(1), 28 36.
MonshiToussi, M. T., Boori, A., & Ghanizadeh,
A. (2011).The role of EFL teachers' self-regulation in effective teaching. World Journal of Education, 2(11), 2363-2371.
Morris, B.A. (2002). Measuring resilient characteristics of teachers. Unpublished doctoral dissertation, University of Georgia.
Pettis, J. (1997). Developing our professional competence; some reflections. TESL Canada Journal, 16(2), 67-71.
Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106(9), 1825-1853.
Richardson, G.E. (2002). The meta-theory of resilience and resiliency. Journal of Clinical Psychology, 58(3), 307–321.

Richardson, G., Nieiger, B. Jenson, S., & Kumpfer, K. (1990). The resiliency model. Health Education, 21(6), 33-39.
Sahan, H.S. (2009). Teachers' changing roles and their self-evaluation regarding roles expected of them by the renewed curricula. Procedia- Social and Behavioral Sciences, 1(1), 2738-2747.
Schon, D.A. (1987). Educating the reflective practitioner. American Educational Research Journal, 22, 514-624.  
Schunk, D.H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. B.J. Zimmerman & D.H. Schunk, (Eds.), Educational psychology: One-hundred years of contributions (pp.1-47). Mahwah, IN: Lawrence Earlbaum.
Silliman, B. (1998). The resiliency paradigm: A critical tool for practitioners. Human Development and Family Life Bulletin, 4(1), 4-5.
Stoeber, J. & Rennert, D. (2008). Perfectionism in school teachers: relations with stress appraisals, coping styles, and burnout. Anxiety Stress Coping, 21(1), 37-53
Suwandee, A. (1997). Students' Perceptions of University Instructors' Effective Teaching characteristics. Chicago, Mahidol University.
Vanderpol, M. (2002). Resilience: A missing link in our understanding of survival. Harvard Review of Psychiatry, 10(5), 302-306.
Werner, E., & Smith, R. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York, McGraw-Hill.
Wolin, S.J., & Wolin, S. (1993). Bound and determined: Growing up resilient in a troubled family. New York, Villard.
Yesim, C.A., Sungur, S., & Uzuntiryaki, E. (2009). Teacher self-regulation: examining a multidimensional construct. Educational Psychology, 29(3), 345–356.  
Zimmerman, B.J., (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist 25(1), 3-17.
Zimmerman, B.J. (2008). Motivation and self-regulated learning: Theory, research, and application. Mahwan, Lawrence Erlbaum.

Zimmerman, B.J., Bonner, S., & Kovach, R. (2002). Developing self-regulated learners. Washington, DC, American Psychological Association.
Zimmerman, B.J., & Campillo, M. (2003). Motivating self-regulated problems solvers. Cambridge, England, Cambridge University Press.

Zimmerman, B.J., & Martinez-Pons, M. (1986).
Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.