خلاصة:
This study aimed to investigate the relationship between language teachers' perception
of instructional supervision and their self-efficacy. In addition, it intended to delve
into the interplay among self-efficacy, perception of supervision, and teaching
performance of Iranian EFL teachers. Employing a mixed-method design, the
researchers collected the data, using questionnaires and observation. A total number
of 116 EFL instructors teaching at language institutes in Shiraz participated in the
quantitative phase of the study. Making use of purposive sampling, the researchers
asked 46 of the participants to cooperate in the second phase of the study in which
data was collected through classroom observations. In order to analyze the collected
data, the researchers utilized descriptive statistics, Cronbach's alpha, Pearson
correlation, multiple regression analysis, and code-recode agreement techniques. The
findings of the study revealed a significant positive relationship between teachers'
self-efficacy and their perception of instructional supervision (r = 0.22, p<0.05).
Moreover, the participants' teaching performance was significantly correlated with
their self-efficacy (r = 0.64, p<0.05) and their perception of supervision (r=0.10,
p<0.05). In addition, further investigation of the data revealed that teachers' selfefficacy
was the only variable that made a significant unique contribution to their
teaching performance (Beta = 0.43, p<0.05).
ملخص الجهاز:
111-130, 2015 <H3>The Interplay among Self-efficacy, Perceptions of Instructional Supervision, and Teaching Performance: A Case of Iranian EFL Teachers</H3> Afsaneh Baharloo* Ph. D.
Candidate of TEFL, Shiraz University, Shiraz, Iran <H3>Saeed Mehrpour</H3> Associate Professor of TEFL, Shiraz University, Shiraz, Iran Abstract This study aimed to investigate the relationship between language teachers' perception of instructional supervision and their self-efficacy.
The findings of the study revealed a significant positive relationship between teachers' self-efficacy and their perception of instructional supervision (r = 0.
In addition, further investigation of the data revealed that teachers' self- efficacy was the only variable that made a significant unique contribution to their teaching performance (Beta = 0.
Considering the importance of teachers' perception of instructional supervision and their self-efficacy as significant psychological traits, this study investigated theses as independent variables in relation to teachers' teaching performance as the dependent variable.
In other words, the primary concern of this study is to examine how teachers' perception of instructional supervision and their self-efficacy interact with each other to affect their teaching performance.
However, it should be noted that, to the best of the researchers' knowledge, no previous research has been conducted to study language teachers' perception of instructional supervision and their self-efficacy in relation to their teaching performance.
Therefore, this research was planned to delve into the interplay of language teachers' perception of supervision, their self-efficacy, and their teaching performance in an Iranian context.