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:: Volume 4, Number 1 (Volume 4, Number 1 2016) ::
RELP 2016, 4(1): 7-25 Back to browse issues page
On the Relationship between Iranian EFL Teachers’ Self-regulation, Self-resiliency, Gender and Teaching Experience
Nahid Partovi, Dara Tafazoli *
PhD Candidate Department of English and German Philologies, University of Córdoba,Córdoba, Spain
Abstract:   (1575 Views)

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.

Keywords: Iranian EFL teacher, self-regulatory, resiliency, gender
Full-Text [PDF 567 kb]   (1532 Downloads)    
Type of Study: Research | Subject: Special
Received: 2015/12/31 | Accepted: 2016/08/10 | Published: 2016/08/10
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Partovi N, Tafazoli D. On the Relationship between Iranian EFL Teachers’ Self-regulation, Self-resiliency, Gender and Teaching Experience. RELP. 2016; 4 (1) :7-25
URL: http://journals.khuisf.ac.ir/relp/article-1-187-en.html
Volume 4, Number 1 (Volume 4, Number 1 2016) Back to browse issues page
دانش و پژوهش در آموزش زبان انگلیسی Research in English Language Pedagogy
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