چکیده:
The primary purpose of the present study was to explore whether there was any significant relationship between attitude, self-efficacy, and job satisfaction of Iranian EFL teachers on the one hand, and their choice of teaching strategies. Strategies mostly used by participants of the study with low, mid, and high levels of self-efficacy comprised another purpose of the study. To this end, a questionnaire was developed, piloted, validated, and its reliability was estimated for collecting the required data. Subsequently, based on cluster sampling, 420 male and female teachers from three different educational districts of Tehran responded to the questionnaire. Three separate MANOVAs were run to investigate the effect of teachers’ attitudes on strategies they employed for teaching grammar, vocabulary, and reading. This was followed by the same approach to study the effect of teachers’ self-efficacy and job-satisfaction levels, as well. The results revealed a significant relationship between three factors (attitude, self-efficacy, and job satisfaction) and teachers’ choice of teaching strategies. Moreover, based on the scores obtained from the answers to the questionnaire, participants were classified into three levels of low, mid, and high which corresponded with their degrees of attitude, self-efficacy, and job satisfaction. Accordingly, it was shown that high level of attitude, self-efficacy, and job satisfaction strongly affected teachers’ use of vocabulary teaching strategies; mid to high level of attitude and efficacy affected use of reading and grammar strategies. Also, it appeared that strategies for teaching vocabulary are used more frequently among teachers than grammar and reading.
خلاصه ماشینی:
"A. in TEFL, Islamic Azad University, North Tehran Branch, Tehran, Iran Received: February 18th, 2012; accepted: May 22nd, 2012 Abstract The primary purpose of the present study was to explore whether there was any significant relationship between attitude, self-efficacy, and job satisfaction of Iranian EFL teachers on the one hand, and their choice of teaching strategies.
In general, studies on self-efficacy have shown its impact on achievement and motivation (Gibson & Dembo, 1984), teachers’ adoption of innovation (Guskey, 1988), commitment to teaching (Coladarci, 1992), classroom management and control strategies (Woolfolk & Hoy, 1990), and personal characteristics such as gender, grade level taught, and experience (Ghaith & Shaaban, 1999).
Is there any significant relationship between Iranian English teachers’ characteristics (namely attitude, self-efficacy, and job satisfaction) and the extent to which they use strategies in teaching grammar, reading, and vocabulary?
Subsequently, three separate MANOVAs were run to investigate the effect of teachers’ attitude levels, self-efficacy levels, and job satisfaction levels on strategies they employed for teaching grammar, vocabulary, and reading.
0055), it could be concluded that all of the above mentioned Pearson values are statistically significant and there is a significant relationship between Iranian English teachers’ attitude, self- efficacy, job satisfaction, and the extent to which they use strategies in teaching grammar, reading, and vocabulary.
In order to classify teachers, each of the three measures (attitude, self-efficacy, job-satisfaction) was divided into high, medium, and low levels, based on mean scores and standard deviations as depicted in Table 4."