EFL Teacher's Affective Constructs and Their Sense of Responsibility
This study, in the first place, attempted to examine the relationship between English as foreign language (EFL) teachers' affective constructs and their sense of responsibility. In the second place, the roles of teachers' gender, years of teaching experience, school setting, and the number...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Islamic Azad University, Isfahan Branch
2016-06-01
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| Series: | Research in English Language Pedagogy |
| Subjects: | |
| Online Access: | http://relp.khuisf.ac.ir/article_533638_11ca9c682f64e7b45f9a73ae45a20cfd.pdf |
| _version_ | 1828350300531982336 |
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| author | Hamed Ghaemi Hassanali Abdullahi |
| author_facet | Hamed Ghaemi Hassanali Abdullahi |
| author_sort | Hamed Ghaemi |
| collection | DOAJ |
| description | This study, in the first place, attempted to examine the relationship between English as foreign language (EFL) teachers' affective constructs and their sense of responsibility. In the second place, the roles of teachers' gender, years of teaching experience, school setting, and the number of students in the classroom on teachers' affective constructs and sense of responsibility were investigated. For this purpose, 110 EFL teachers were selected through availability sampling from different high schools in Neyshabur, Iran. The teachers were asked to fill out a multi-dimensional questionnaire including different affective constructs and responsibility subscales. The subsequent data analysis via correlation and multi analysis of variances revealed that there was a significant relationship between teachers' affective constructs and their sense of responsibility. Furthermore, significant correlations were found between teachers' experience and school setting with teachers' affective constructs and their sense of responsibility. But the effects of teachers' gender and the number of students in their classrooms on teachers' affective construct and their sense of responsibility were not significant. The conclusions and implications of the research are further discussed with reference to earlier findings. |
| first_indexed | 2024-04-14T01:23:00Z |
| format | Article |
| id | doaj.art-d6d202a4e2a149c989efd615737be99f |
| institution | Directory Open Access Journal |
| issn | 2588-3259 2538-4244 |
| language | English |
| last_indexed | 2024-04-14T01:23:00Z |
| publishDate | 2016-06-01 |
| publisher | Islamic Azad University, Isfahan Branch |
| record_format | Article |
| series | Research in English Language Pedagogy |
| spelling | doaj.art-d6d202a4e2a149c989efd615737be99f2022-12-22T02:20:35ZengIslamic Azad University, Isfahan BranchResearch in English Language Pedagogy2588-32592538-42442016-06-01416472533638EFL Teacher's Affective Constructs and Their Sense of ResponsibilityHamed Ghaemi0Hassanali Abdullahi1Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, IranDepartment of English, Neyshabur Branch, Islamic Azad University, Neyshabur, IranThis study, in the first place, attempted to examine the relationship between English as foreign language (EFL) teachers' affective constructs and their sense of responsibility. In the second place, the roles of teachers' gender, years of teaching experience, school setting, and the number of students in the classroom on teachers' affective constructs and sense of responsibility were investigated. For this purpose, 110 EFL teachers were selected through availability sampling from different high schools in Neyshabur, Iran. The teachers were asked to fill out a multi-dimensional questionnaire including different affective constructs and responsibility subscales. The subsequent data analysis via correlation and multi analysis of variances revealed that there was a significant relationship between teachers' affective constructs and their sense of responsibility. Furthermore, significant correlations were found between teachers' experience and school setting with teachers' affective constructs and their sense of responsibility. But the effects of teachers' gender and the number of students in their classrooms on teachers' affective construct and their sense of responsibility were not significant. The conclusions and implications of the research are further discussed with reference to earlier findings.http://relp.khuisf.ac.ir/article_533638_11ca9c682f64e7b45f9a73ae45a20cfd.pdfEFL teachers' sense of responsibilityaffective constructsEFL teachersmultidimensional questionnaire |
| spellingShingle | Hamed Ghaemi Hassanali Abdullahi EFL Teacher's Affective Constructs and Their Sense of Responsibility Research in English Language Pedagogy EFL teachers' sense of responsibility affective constructs EFL teachers multidimensional questionnaire |
| title | EFL Teacher's Affective Constructs and Their Sense of Responsibility |
| title_full | EFL Teacher's Affective Constructs and Their Sense of Responsibility |
| title_fullStr | EFL Teacher's Affective Constructs and Their Sense of Responsibility |
| title_full_unstemmed | EFL Teacher's Affective Constructs and Their Sense of Responsibility |
| title_short | EFL Teacher's Affective Constructs and Their Sense of Responsibility |
| title_sort | efl teacher s affective constructs and their sense of responsibility |
| topic | EFL teachers' sense of responsibility affective constructs EFL teachers multidimensional questionnaire |
| url | http://relp.khuisf.ac.ir/article_533638_11ca9c682f64e7b45f9a73ae45a20cfd.pdf |
| work_keys_str_mv | AT hamedghaemi eflteachersaffectiveconstructsandtheirsenseofresponsibility AT hassanaliabdullahi eflteachersaffectiveconstructsandtheirsenseofresponsibility |