Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior
Despite its enrichment, the literature on teacher self-efficacy lacks evidential data on the changes in both hidden and observable variables underlying this multifaceted construct. To compensate for this substantial gap, the current study compared patterns of cognition, metacognition, emotion, an...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Imam Khomeini International University, Qazvin,
2023-01-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_2750_ef0f3f6cbbf6982f015aa665b8e812a1.pdf |
| _version_ | 1797375494034817024 |
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| author | Maryam Azizi Hossein Heidari Tabrizi Ahmadreza Lotfi |
| author_facet | Maryam Azizi Hossein Heidari Tabrizi Ahmadreza Lotfi |
| author_sort | Maryam Azizi |
| collection | DOAJ |
| description | Despite its enrichment, the literature on teacher self-efficacy lacks evidential data on the
changes in both hidden and observable variables underlying this multifaceted construct. To
compensate for this substantial gap, the current study compared patterns of cognition,
metacognition, emotion, and behavior across three groups of Iranian EFL teachers with
scant, moderate, and considerable teaching experience. 382 Iranian EFL teachers
participated in the current study, filling out five well-established survey instruments targeted
at measuring pedagogical knowledge, teaching reflection, motivational needs satisfaction,
teaching styles use, and work engagement. The survey data were compared across the three
groups based on a multivariate analysis of variance (MANOVA). According to the results,
the groups differed significantly on a linear combination of the five variables. The
discriminant function analysis (DFA) results showed that pedagogical knowledge and
motivational needs satisfaction acted as a concordant pair and explained the heaviest load of
the overall between-group differences. The significantly higher levels of pedagogical
knowledge and motivational needs satisfaction among the moderately experienced teachers,
compared to those of their less and more experienced counterparts, suggested that Iranian
EFL teachers’ sense of efficacy reaches its peak in the middle years of teaching life. The
findings may provide new insights into the ways of setting English teachers of various
experiential backgrounds on the road to optimum efficacy. |
| first_indexed | 2024-03-08T19:25:13Z |
| format | Article |
| id | doaj.art-1b61f849a47a4a5f88a4a055321083e7 |
| institution | Directory Open Access Journal |
| issn | 2676-5357 |
| language | English |
| last_indexed | 2024-03-08T19:25:13Z |
| publishDate | 2023-01-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj.art-1b61f849a47a4a5f88a4a055321083e72023-12-26T09:40:17ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572023-01-011014772https://doi.org/10.30479/jmrels.2022.17384.20812750Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and BehaviorMaryam Azizi0Hossein Heidari Tabrizi1Ahmadreza Lotfi2English Department, Isfahan (Khoasgan) Branch, Islamic Azad University, IsfahanAssociate Professor, English Department, Isfahan (Khoasgan) Branch, Islamic Azad University, Isfahan, IranAssistant Professor, English Department, Isfahan (Khoasgan) Branch, Islamic Azad University, Isfahan, IranDespite its enrichment, the literature on teacher self-efficacy lacks evidential data on the changes in both hidden and observable variables underlying this multifaceted construct. To compensate for this substantial gap, the current study compared patterns of cognition, metacognition, emotion, and behavior across three groups of Iranian EFL teachers with scant, moderate, and considerable teaching experience. 382 Iranian EFL teachers participated in the current study, filling out five well-established survey instruments targeted at measuring pedagogical knowledge, teaching reflection, motivational needs satisfaction, teaching styles use, and work engagement. The survey data were compared across the three groups based on a multivariate analysis of variance (MANOVA). According to the results, the groups differed significantly on a linear combination of the five variables. The discriminant function analysis (DFA) results showed that pedagogical knowledge and motivational needs satisfaction acted as a concordant pair and explained the heaviest load of the overall between-group differences. The significantly higher levels of pedagogical knowledge and motivational needs satisfaction among the moderately experienced teachers, compared to those of their less and more experienced counterparts, suggested that Iranian EFL teachers’ sense of efficacy reaches its peak in the middle years of teaching life. The findings may provide new insights into the ways of setting English teachers of various experiential backgrounds on the road to optimum efficacy.https://jmrels.journals.ikiu.ac.ir/article_2750_ef0f3f6cbbf6982f015aa665b8e812a1.pdfself-efficacyteaching experiencecomparative studyteacher cognition |
| spellingShingle | Maryam Azizi Hossein Heidari Tabrizi Ahmadreza Lotfi Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior Journal of Modern Research in English Language Studies self-efficacy teaching experience comparative study teacher cognition |
| title | Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior |
| title_full | Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior |
| title_fullStr | Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior |
| title_full_unstemmed | Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior |
| title_short | Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior |
| title_sort | comparative analysis of novice moderately experienced and highly experienced iranian efl teachers self efficacy focusing on their cognition metacognition affection and behavior |
| topic | self-efficacy teaching experience comparative study teacher cognition |
| url | https://jmrels.journals.ikiu.ac.ir/article_2750_ef0f3f6cbbf6982f015aa665b8e812a1.pdf |
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