Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL Context
<p style="margin: 0cm; margin-bottom: .0001pt; text-align: justify;"><span style="color: #1f1f1f; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; backgro...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Islamic Azad University, Tabriz Branch
2024-11-01
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| Series: | Journal of Applied Linguistics |
| Subjects: | |
| Online Access: | https://sanad.iau.ir/journal/jal/Article/1151612 |
| _version_ | 1826537152140279808 |
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| author | Mahnaz Saeidi Abdolraoof samii Masoud Zoghi |
| author_facet | Mahnaz Saeidi Abdolraoof samii Masoud Zoghi |
| author_sort | Mahnaz Saeidi |
| collection | DOAJ |
| description | <p style="margin: 0cm; margin-bottom: .0001pt; text-align: justify;"><span style="color: #1f1f1f; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The global education landscape is witnessing a rise in teacher accountability, where educators bear a heightened responsibility for demonstrably achieving student learning outcomes. In response, teachers are engaged in a continuous quest to enhance their pedagogical effectiveness, seeking strategies and methodologies to optimize their classroom practice.</span> The present study investigates the relationship between Continuous Professional Development (CPD) practices and teacher success in the Iranian context. A sample of 364 EFL teachers from junior and senior high schools self-reported on their CPD engagement, while 422 of their students provided their perceptions of teacher success. Findings revealed the substantial potential of CPD to elevate teacher success through interconnected processes of knowledge updating, reflective practice, collaborative learning, and refined decision-making skills. Notably, updating knowledge strongly influenced both collaboration and reflection, while reflection moderately stimulated collaboration, and collaboration exerted a robust influence on effective decision-making. However, the study unexpectedly uncovered a negative direct association between teacher decision-making and professional success within the specific Iranian context. Additionally, no significant gender-based differences in teacher success were observed. The negative association between teacher decision-making and professional success in the Iranian context warrants further investigation. This suggests that factors specific to the Iranian educational system or cultural context might influence the relationship between these two variables. Understanding these factors is crucial for developing contextually relevant CPD programs.</p> |
| first_indexed | 2025-03-14T03:06:09Z |
| format | Article |
| id | doaj.art-1f0de1eefd6042ed9c23bf23bddba822 |
| institution | Directory Open Access Journal |
| issn | 2008-8434 2538-1695 |
| language | English |
| last_indexed | 2025-03-14T03:06:09Z |
| publishDate | 2024-11-01 |
| publisher | Islamic Azad University, Tabriz Branch |
| record_format | Article |
| series | Journal of Applied Linguistics |
| spelling | doaj.art-1f0de1eefd6042ed9c23bf23bddba8222025-03-10T09:03:34ZengIslamic Azad University, Tabriz BranchJournal of Applied Linguistics2008-84342538-16952024-11-011734172197Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL ContextMahnaz Saeidi0Abdolraoof samii1Masoud Zoghi2English Deptarment, Tabriz branchTabriz Azad universityDepartment of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran<p style="margin: 0cm; margin-bottom: .0001pt; text-align: justify;"><span style="color: #1f1f1f; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The global education landscape is witnessing a rise in teacher accountability, where educators bear a heightened responsibility for demonstrably achieving student learning outcomes. In response, teachers are engaged in a continuous quest to enhance their pedagogical effectiveness, seeking strategies and methodologies to optimize their classroom practice.</span> The present study investigates the relationship between Continuous Professional Development (CPD) practices and teacher success in the Iranian context. A sample of 364 EFL teachers from junior and senior high schools self-reported on their CPD engagement, while 422 of their students provided their perceptions of teacher success. Findings revealed the substantial potential of CPD to elevate teacher success through interconnected processes of knowledge updating, reflective practice, collaborative learning, and refined decision-making skills. Notably, updating knowledge strongly influenced both collaboration and reflection, while reflection moderately stimulated collaboration, and collaboration exerted a robust influence on effective decision-making. However, the study unexpectedly uncovered a negative direct association between teacher decision-making and professional success within the specific Iranian context. Additionally, no significant gender-based differences in teacher success were observed. The negative association between teacher decision-making and professional success in the Iranian context warrants further investigation. This suggests that factors specific to the Iranian educational system or cultural context might influence the relationship between these two variables. Understanding these factors is crucial for developing contextually relevant CPD programs.</p>https://sanad.iau.ir/journal/jal/Article/1151612continuous professional development teacher success decision-making |
| spellingShingle | Mahnaz Saeidi Abdolraoof samii Masoud Zoghi Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL Context Journal of Applied Linguistics continuous professional development teacher success decision-making |
| title | Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL Context |
| title_full | Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL Context |
| title_fullStr | Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL Context |
| title_full_unstemmed | Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL Context |
| title_short | Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL Context |
| title_sort | unveiling the interplay of continuing professional development strategies and teacher success in the iranian efl context |
| topic | continuous professional development teacher success decision-making |
| url | https://sanad.iau.ir/journal/jal/Article/1151612 |
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