文章基本信息

标题：On the Relationship between Iranian EFL Teachers’ Self-regulation, Self-resiliency, Gender and Teaching Experience
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作者：Nahid Partovi ; Dara Tafazoli
期刊名称：Research in English Language Pedagogy
印刷版ISSN：2588-3259
电子版ISSN：2538-4244
出版年度：2016
卷号：4
期号：1
页码：7-25
语种：English
出版社：Islamic Azad University, Isfahan Branch
摘要：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.