چکیده مقاله
Teachers’ beliefs are of crucial importance in guiding teachers to adopt their teaching strategies for coping with their teaching challenges, shaping language learners’ learning environment, their motivation and their language ability The present study aimed to investigate the level of efficacy perceptions of EFL teachers working at high schools in Iran It also attempted to investigate whether there were any differences between three dimensions of teacher efficacy as defined by Tschannen and Tschannen Moran and Woolfolk Hoy 17 , namely, efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management Also, it focused on socio demographic factors and the relationship between these and teacher efficacy of EFL teachers Data was collected through a survey administered to 40 Iranian High School teachers from Yazd province A modified version of the Teacher Sense of Efficacy Scale 17 was used to assess efficacy for classroom management, student engagement, and instructional strategies The results showed that the teachers' perceived efficacy was positively correlated with self reported English proficiency
کلیدواژهها
نویسندگان
Raziyeh Fallah
Department of English language teaching, Science and Art University, Yazd, Iran
Mohammad Hajimohammadi
Department of English language teaching, Science and Art University, Yazd, Iran
Mohammadreza Rashidi
Department of English language teaching, Science and Art University, Yazd, Iran
شیوه ارجاع
Fallah, Raziyeh and Hajimohammadi, Mohammad and Rashidi, Mohammadreza,1400,Exploring Iranian High School Teachers’ English Language,Ninth International Conference on Language, Literature, Culture and History
ارائهشده در
مجموعه مقالات نهمین کنفرانس بین المللی مطالعات زبان، ادبیات، فرهنگ و تاریخ14 آبان 1400