Abstract
Due to the important role that teachers’ professional success plays in the effectiveness of their students and the education system in which they are involved, the present study investigated whether teacher stroke can predict teacher success through the mediation of students’ active and passive motivation. For this aim, a group of 437 Iranian university English as a Foreign Language (EFL) students were targeted to respond to the teacher success, teacher stroke, and student motivation questionnaires. The main results of the study, obtained through running correlation and structural equation modeling (SEM), were first, while positive stroke showed a positive correlation with teacher success, it did not directly predict success; yet mediated by active motivation, it was a positive predictor of success; second, while teacher success had no significant relationship with total motivation, it was positively correlated with active and passive motivation, separately; third, in terms of gender differences, for the female participants, stroke, mediated by active motivation, was a better predictor of teacher success; fourth, high scores in positive, verbal, and conditional stroke were in association with high scores in active motivation, which significantly predicted teacher success. Based on the results, it can be concluded that teacher stroke, as an instance of positive teacher interpersonal communication behaviors, increases students’ active motivation for foreign language learning, which in turn results in their higher perceptions of English teachers’ professional success.
Highlights
It is commonly believed that the teachers are the most important actors on the education scene (Pishghadam et al, 2021), and their professional success determines to a large degree the ultimate success of both students and the education system as a whole (Mercer and Dörnyei, 2020)
This argument is well-captured in the title of Coombe’s (2020) recent article on the qualities of successful TESOL teachers, entitled as “Quality Education Begins with Teachers: What Are the Qualities That Make a TESOL Teacher Great?” Teacher success is in effect more prominent in the English as Teachers’ Stroking Behaviors a Foreign Language (EFL) context where students’ opportunity to receive the target language input is largely limited to the confines of the classroom as English is not normally spoken in the Iranian community for daily and routine interactions (Pishghadam et al, 2019a)
It should be noted that there exists no significant relationship between stroke, passive motivation, and teacher success for either males or females
Summary
It is commonly believed that the teachers are the most important actors on the education scene (Pishghadam et al, 2021), and their professional success determines to a large degree the ultimate success of both students and the education system as a whole (Mercer and Dörnyei, 2020) This argument is well-captured in the title of Coombe’s (2020) recent article on the qualities of successful TESOL teachers, entitled as “Quality Education Begins with Teachers: What Are the Qualities That Make a TESOL Teacher Great?” Teacher success is in effect more prominent in the English as Teachers’ Stroking Behaviors a Foreign Language (EFL) context where students’ opportunity to receive the target language input is largely limited to the confines of the classroom as English is not normally spoken in the Iranian community for daily and routine interactions (Pishghadam et al, 2019a). A large body of research evidence strongly evinces that positive teacher verbal and non-verbal communication behaviors in the classroom greatly influence learners’ perceptions of their own level of motivation and their teachers’ professional performance (Frymier et al, 2019)
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