مطالب مرتبط با کلیدواژه

teacher success


۱.

Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Teacher Professional Identity teacher autonomy teacher success English language teaching

حوزه‌های تخصصی:
تعداد بازدید : ۴۷۷ تعداد دانلود : ۳۴۰
Because of the importance of instructor success in the adequacy of instruction and learning, this study aimed to explain the impact of two factors, namely language teachers’ professional identity and autonomy, with respect to their success. To this end, 190 Iranian EFL teachers, including university lecturers and language institute teachers, participated in this study. As for data collection, the Teacher Autonomy Questionnaire (TAQ), the Teacher Professional Identity Scale (TPIS), and the Characteristics of Successful Language Teachers Questionnaire (CSLTQ) were distributed among the respondents. Using Cronbach’s alpha estimates and correlational analyses, the reliability of the questionnaires and the associations among the TAQ, TPIS, and CSLTQ were examined, respectively. The results of Pearson correlations revealed that there were significant positive correlations among all three teacher factors. These findings were also confirmed by Structural Equation Modeling (SEM) results; teacher success was predicted positively and significantly by both professional identity and autonomy. Outcomes of this research suggest that teachers’ professional identity and autonomy are highly beneficial to their success. This study also outlined the elements of teachers’ professional identity that could be more useful for their success. In the end, relevant pedagogical implications are discussed.
۲.

Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL Context(مقاله پژوهشی دانشگاه آزاد)

کلیدواژه‌ها: Continuous Professional Development teacher success Decision-making

حوزه‌های تخصصی:
تعداد بازدید : ۸ تعداد دانلود : ۸
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. 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.