scholarly journals The Relationship between Self-efficacy and Stress among Iranian EFL Teachers

2011 ◽  
Vol 2 (5) ◽  
Author(s):  
Shahin Vaezi ◽  
Nasser Fallah
Keyword(s):  
Self Efficacy ◽  
Efl Teachers ◽  
The Relationship

scholarly journals Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

2017 ◽  
Vol 7 (1) ◽  
pp. 64
Author(s):  
Mania Nosratinia ◽  
Faranak Amiri Hossaini
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Self Efficacy ◽  
Rank Order ◽  
Sampling Strategy ◽  
Unique Contribution ◽  
Efl Learners ◽  
Efl Teachers ◽  
Age Range ◽  
The Relationship

The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.  

scholarly journals Investigating the relationship between iranian EFL teachers' empowerment and their self-efficacy as a consequence for their educational improvement

2020 ◽  
Vol 9 (1) ◽  
pp. 80
Author(s):  
Sehat Aibod ◽  
Akbar Azizifar ◽  
Sakineh Naghipour ◽  
Fathola Mohamadian ◽  
Yousef Veisani ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Educational Improvement ◽  
Efl Teachers ◽  
The Relationship

scholarly journals The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers

2020 ◽  
Vol 6 (1) ◽  
pp. 173-188 ◽  
Author(s):  
Ali Roohani ◽  
Mehdi Iravani
Keyword(s):  
Self Efficacy ◽  
Teacher Educators ◽  
School Administrators ◽  
Teacher Burnout ◽  
Maslach Burnout Inventory ◽  
Structured Interview ◽  
Male And Female ◽  
Significant Difference ◽  
Efl Teachers ◽  
The Relationship

Teaching is a job marked by high levels of burnout. Teacher burnout has been extinsively studied in connection with other important psychological qualities, such as perceived self-efficacy. However, little research has examined this relationship among teachers in the English as a foreign language (EFL) context. In this light, this mixed-method study was intended to a) investigate the relationship between the degree of perceived self-efficacy by Iranian EFL teachers and their professional burnout level, and b) see whether gender could make a significant difference in the teachers’ burnout level. To these ends, 80 male and female Iranian EFL teachers from several high schools in Isfahan, selected through convenience sampling, participated in the study and responded to the Maslach Burnout Inventory-Educator’s Survey (MBI-ES) and a modified version of Teacher Sense of Efficacy Scale (TSES). To triangulate the data, a semi-structured interview was also conducted with 15 teachers. Correlational and t-test data analysis showed that there was a strong significant correlation between the participants’ perceived self-efficacy and their burnout level in a negative direction. The gender variable also had a modifying effect on the teachers’ burnout. Female teachers, in fact, had a lower burnout level. The follow-up interview further confirmed the relationship and revealed the three main themes of mental fatigue, contact avoidance, and stress in explaining teacher burnout. The implications for school administrators and teacher educators are discussed.

scholarly journals Relationship between Teacher Autonomy and Teacher’s Sense of Self -Efficacy

2018 ◽  
Vol 8 (1) ◽  
pp. 01-10
Author(s):  
Hadi Farjami ◽  
Ehsan Kazemi
Keyword(s):  
Self Efficacy ◽  
Sense Of Self ◽  
Teacher Autonomy ◽  
Male And Female ◽  
Pearson Product Moment Correlation ◽  
Sense Of Efficacy ◽  
Efl Teachers ◽  
Spss Software ◽  
The Individual ◽  
The Relationship

The present study is an attempt to investigate the relationship between teacher autonomy and teacher’s sense of self-efficacy. To carry out this study, 100 EFL teachers (male and female) who taught in English institutes participated voluntarily. The researchers employed a couple of self-reported questionnaires, teacher autonomy scale (TAS) and Teachers’ Sense of Efficacy Scale which measures the individual sense of self efficacy. The two questionnaires were administered to 100 teachers. After gathering the raw data from the questionnaires, the SPSS software was employed to have some statistical and interpretable data. The Pearson product Moment correlation indicated that there was a negative reversed relationship between the two variables; in the other words, more teacher autonomy leads to lower level of self-efficacy.

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