Abstract
Teachers are one of the most influential elements for the success of any educational system. This study investigates the relationship between two key personality factors of teachers, namely self-efficacy and teaching styles in an Iranian EFL context. For this purpose, 102 EFL teachers were selected according to available sampling from different high schools in Mashhad and Zahedan – large cities in the Northeast of Iran. The research data were collected through the Teachers’ Sense of Efficacy Scale and Teaching Styles Inventory. Analysis of the data revealed a significant relationship between teachers’ self-efficacy and their teaching styles. Also, findings indicated a significant difference in teachers’ self-efficacy with regard to their teaching styles. On the one hand, high self-efficacy was joined to some teaching styles (delegator and personal model) and on the other, low self-efficacy was connected with some other teaching styles (expert and formal authority). The results of the present study have implications for teacher education programs.
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