The Relationship between Iranian EFL Teachers’ Self-efficacy, their Personality and Students’ Motivation

Masoud Khalili Sabet, Saeedeh Dehghannezhad, Abdorreza Tahriri

Abstract


A growing body of evidence suggests that teachers play a significant role in the process of foreign language teaching and learning. On the other hand, motivation is one of the most important pre-requisites of foreign language learning which can be influenced by many teacher-related factors such as teachers’ personality characteristics and their self-efficacy beliefs. Therefore, this study was conducted to examine the relationship between Iranian EFL teachers’ self-efficacy, their personality and students’ motivation. Participants included 25 EFL teachers teaching in different language institutes and 75 EFL students learning English in those institutes. In this study, three instruments were used for data collection: Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001), Neuroticism-Extraversion-Openness Five-Factor Inventory (NEO-FFI), and Students’ Motivation Questionnaire designed by Mojavezi and Tamiz (2012). To analyze the data, Pearson correlation was conducted on the variables using the computer program of SPSS 22. Results of the analysis showed that there was a significant positive correlation between teachers’ self-efficacy and students’ motivation (r = .591, p = .002 < .05). The other finding of the study was that one of the NEO-FFI variables, conscientiousness, was found to be significantly in correlation with students’ motivation (r = .413, p = .040 < .05). Results of the study and their pedagogical implications were discussed and recommendations for further research were also made.

Keywords


EFL Teachers, Personality, Self-efficacy, Students’ Motivation, Teacher Self-efficacy

Full Text:

PDF

References


Akbari, R., Kiany, G. R., Naeeni, I., Naeeni, M. I., & Karimi Allvar, N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. Iranian Journal of Applied Linguistics, 11(1), 1-28.

Al Haj, A. (2011). Enhancing motivation in the EFL classroom is the solution: A case study of secondary schools of the Gezira State, Sudan. Journal of Language Teaching and Research, 2(3), 524-529.

Alibakhshi, G. (2011). On the impacts of gender and personality types on Iranian EFL teachers’ teaching efficacy and teaching activities preferences. Iranian Journal of Applied Linguistics (IJAL), 14(1), 1-22.

Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Educaton, 1(1), 11-15.

Al Kaboody, M. (2013). Second language motivation: The role of teachers in learners’ motivation. Journal of Academic and Applied Studies, 3(4), 45-54.

Ayodele, K. O. (2013). The influence of big five personality factors on lecturers-students’ interpersonal relationship. The African Symposium: An Online Journal of the African Educational Research Network, 13(1), 28-33.

Bahous, R., Bacha, N., & Nabhani, M. (2011). Motivating students in the EFL classroom: A case study of perspectives. English Language Teaching, 4(3), 33-43.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Bandura, A. (1994). Self-efficacy. Encyclopedia of Human Behavior, 4, 71-81. Retrieved from https://www.uky.edu/~eushe2/Bandura/Bandura1994EHB.pdf

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bjurberg, H. (2014). Academic achievement and personality traits: An empirical and neurobiological investigation (Unpublished BS dissertation), University of Skövde, Sweden. Retrieved from https://www.diva-portal.org/smash/get/diva2:727002/FULLTEXT01.pdf

Cherry, K. (2017). What are the different theories of personality? Retrieved from https://www.verywellmind.com/personality-psychology-study-guide-2795699

Cohen, A.D. (1998). Strategies for learning and using a second language. New York: Longman.

Costa, P. T., & McCrae, R. R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.

Dawson, J. R., & Shih, C. P. (2015). Comparative analysis on personality traits and motivation on international student’s academic performance in universities in Taiwan. International Journal of Medical and Health Sciences, 3(4), 209-216.

Fatemi, M.A., Ganjali, R., & Kafi, Z. (2015). EFL teachers’ personality type and their effectiveness in teaching: Investigating the relationship. Global Advanced Research Journal of Educational Research and Review, 4(10), 189-195.

Freeman, C. (2008). Teacher efficacy and its impact on student achievement (Unpublished MA dissertation). Regis University, USA. Retrieved from https://epublications.regis.edu/theses/16/

Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research considerations. The New Educational Review, 21(2), 17-30.

Ghazi, S. R., Shahzada, G., & Ullah, S. (2013). Relationship between students’ personality traits and their academic achievement in Khyber Pakhtunkhwa, Pakistan. Journal of Educational and Social Research, 3(2), 437-444.

Ghonsooly, B., & Ghanizadeh, A. (2011). Self-efficacy and self-regulation and their relationship: A study of Iranian EFL teachers. The Language Learning Journal, 41(1), 1-17. doi: 10.1080/09571736.2011.625096

Gilakjani, A., Leong, L.M., & Sabouri, N. (2012). A study on the role of motivation in foreign language learning and teaching. International Journal of Modern Education and Computer Science, 4(7), 9-16.

Hashim, H. N., Mohd, N., Shah Alam, S., & Yusoff, N. M. (2014). Relationship between teacher’s personality, monitoring, learning environment, and students’ EFL performance. GEMA Online Journal of Language Studies, 14(1), 101-116. doi: 10.17576/GEMA-2014-1401-07

Jahangiri, M. (2016). Teacher’ personality and students’ learning motivation. Academic Journal of Psychological Studies, 5(3), 208-214.

Keshavarzi, A., & Amiri, H. (2016). The effect of teachers’ personality and corrective feedback on EFL learners’ motivation. Journal of Applied Linguistics and Language Research, 3(5), 118-129.

Leephaijaroen, S. (2016). Effects of the big-five personality traits and organizational commitments on organizational citizenship behavior of support staff at Ubon Ratchathani Rajabhat University, Thailand. Kasetsart Journal of Social Sciences, 37(2), 104-111.

Looney, L. (2003). Understanding teachers' efficacy beliefs: The role of professional community (Unpublished doctoral dissertation). University of Maryland, USA. Retrieved from https://drum.lib.umd.edu/handle/1903/174

Mammadov, S. (2016). Personality predictors of academic achievement in gifted students: Mediation by socio-cognitive and motivational variables (Unpublished doctoral dissertation). College of William and Mary, USA. Retrieved from https://publish.wm.edu/etd/1463413093/

Mashhady, H. (2013). Toward an analysis of the bond between emotional intelligence and self-efficacy among EFL teachers. Journal of English Language Teaching and Learning, 5(11), 107-126.

Mayer, J.D. (2007). Asserting the definition of personality. The Online Newsletter for Personality Science, 1, 1-4. Retrieved from http://www.umassmed.personality-arp.org/html/newsletter01/jdm.pdf

Mazlum, F., Cheraghi, F., & Dasta, M. (2015). English teachers' self-efficacy beliefs and students learning approaches: The role of classroom structure perception. International Journal of Educational Psychology, 4(3), 305-328. doi: 10.17583/ijep.2015.1137

Mojavezi, A., & Tamiz, M.P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. doi:10.4304/tpls.2.3.483-491

Moradkhani, S. (2009). The effect of novice English language teachers’ self-efficacy and academic degree on students’ achievement (Unpublished MA dissertation). Tarbiat Modares University, Iran. Retrieved from http://docplayer.net/18639887-The-effect-of-novice-english-language-teachers-selfefficacy-and-academic-degree-on-students-achievement.html

Mozaffari, F., & Ghodratinia, Z. (2015). Extroversion and introversion: The effect of teacher’s personality on elementary EFL learners’ achievement. IOSR Journal of Humanities and Social Science, 20(9), 61-64. doi: 10.9790/0837-20956164

Naima, B. (2013). The role of intrinsic motivation in developing the students’ speaking skill (Unpublished MA dissertation). Université Mohamed Khider de Biskra, Algeria. Retrieved from http://dspace.univ-biskra.dz:8080/jspui/bitstream/123456789/4756/1/THESIS.pdf

Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved from https://www.uky.edu/~eushe2/Pajares/eff.html

Rashidi, N., & Moghadam, M. (2014). The effect of teachers’ beliefs and sense of self-efficacy on Iranian EFL learners’ satisfaction and academic achievement. TESL-EJ, 18(2), 1-23.

Rodríguez, S., Fernández, B. R., Pena, R. B., Aguín, I. P., & Menéndez, R. C. (2014). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107-120. doi: 10.1989/ejep.v7i2.183

Saeidi, M., & Kalantarpour, M. (2011). The relationship between Iranian EFL teachers’ self-efficacy and students’ language achievement. World Applied Sciences Journal, 15(11), 1562-1567.

Shangarffam, N., & Poshti, N. R. R. (2011). The relationship among EFL teachers’ critical thinking, self-efficacy, and their perception of effective teaching. The Journal of Applied Linguistics, 4(1), 175-207.

Shiri, S. (2015). The application of podcasting as a motivational strategy to Iranian EFL learners of English: A view toward listening comprehension. Advances in Language and Literary Studies, 6(3), 155-165.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.

White, D. P. (2009). Differences: The effects of teacher efficacy on student achievement in an urban district (Unpublished doctoral dissertation). Virginia Tech, USA. Retrieved from https://vtechworks.lib.vt.edu/handle/10919/29569

Williams, M., & Burden, R.L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.

Zarabian, F., Farajollahi, M., Yousefpour, Z., & Sajadiseresht, A. (2015). The relationship between teachers’ personality types and female high school third graders’ achievement motivation in Mashhad. International Research Journal of Applied and Basic Sciences, 9 (6), 815-823.

Persian Reference

هادیان, زهره و عبدالمحمد طاهری، ۱۳۹۴، تأثیر ویژگی های شخصیتی معلمان بر انگیزه پیشرفت در بین دانش آموزان دختر دوره دوم متوسطه ناحیه یک آموزش و پرورش شیراز سال 93-94، دومین کنفرانس بین المللی علوم انسانی، روانشناسی و علوم اجتماعی، کشور ترکیه، موسسه سرآمدهمایش کارین




DOI: http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.7

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.