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Kurosh Khanshan, Shabnam, Yousefi, Mohammad Hossein. (1394). The Relationship between Tertiary Level EFL Teachers’ Self-Efficacy Perceptions and Their Level of Linguistic Proficiency. , 3(2), 73-89. doi: 10.22049/jalda.2015.13698
Shabnam Kurosh Khanshan; Mohammad Hossein Yousefi. "The Relationship between Tertiary Level EFL Teachers’ Self-Efficacy Perceptions and Their Level of Linguistic Proficiency". , 3, 2, 1394, 73-89. doi: 10.22049/jalda.2015.13698
Kurosh Khanshan, Shabnam, Yousefi, Mohammad Hossein. (1394). 'The Relationship between Tertiary Level EFL Teachers’ Self-Efficacy Perceptions and Their Level of Linguistic Proficiency', , 3(2), pp. 73-89. doi: 10.22049/jalda.2015.13698
Kurosh Khanshan, Shabnam, Yousefi, Mohammad Hossein. The Relationship between Tertiary Level EFL Teachers’ Self-Efficacy Perceptions and Their Level of Linguistic Proficiency. , 1394; 3(2): 73-89. doi: 10.22049/jalda.2015.13698

The Relationship between Tertiary Level EFL Teachers’ Self-Efficacy Perceptions and Their Level of Linguistic Proficiency

Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
مقاله 5، دوره 3، شماره 2 - شماره پیاپی 6، آذر 2015، صفحه 73-89    اصل مقاله (770.85 K)
شناسه دیجیتال (DOI): 10.22049/jalda.2015.13698
نویسندگان
Shabnam Kurosh Khanshan* 1؛ Mohammad Hossein Yousefi2
1PhD Candidate of TEFL, Department of English, Bonab Branch, Islamic Azad University, Bonab, Iran
2Assistant Professor of TEFL, Department of English, Bonab Branch, Islamic Azad University, Bonab, Iran
چکیده
Teacher self-efficacy has been identified as an important characteristic of teachers that can positively influence both teacher and student outcomes. The relationship between teachers’ self-efficacy and their linguistic proficiency, however, is yet to be investigated. The present study was an attempt to examine the rather under-researched issue of teachers’ level of linguistic competence in their efficacy perceptions. For this purpose, 50 teachers from different universities in Iran with varying demographic characteristics took part in the study. Respondents were asked to provide answers to the Teacher Efficacy Scale (TES) and the perceived linguistic proficiency self-rating. The results of statistical analysis using Spearman correlation and Regression analysis demonstrated a significant relationship between teachers’ self-efficacy and their level of proficiency. The results of regression, too, confirmed the predictability of the level of the proficiency of the self-efficacy beliefs of teachers in their classroom practices. The findings are discussed in relation to previous research and implications are provided for future investigations.
کلیدواژه‌ها
Teacher Self-Efficacy؛ linguistic proficiency؛ tertiary education؛ EFL teachers؛ and Linguistic Competence
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