Research Article
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Irak Kürdistanı'nda İngilizce Öğretmenlerinin Öz Yeterliliği, Yansıtıcı Öğretimi ve Öğretme Stili Anlayışı, İş Tatmininin Belirleyicileri Olarak

Year 2024, Volume: 2 Issue: 2, 105 - 119, 17.12.2024

Faraidoon Namiq

Abstract

EFL teachers play a pivotal role in the success of educational systems. This study aimed to achieve two main objectives: first, to explore the relationship among EFL teachers' self-efficacy, reflective teaching, and sense of teaching style; second, to identify which of these variables predict job satisfaction among EFL teachers. To achieve these aims, a total of 120 EFL teachers from Iraqi Kurdistan were selected using convenience sampling from schools in Hawler, Sulaimani, and Halabja. Data were gathered through the Teachers’ Sense of Efficacy Scale, the English Language Teaching Inventory, the Teachers' Sense of Teaching Style Questionnaire, and the Minnesota Job Satisfaction Questionnaire. The analysis revealed significant relationships among the variables. Furthermore, findings highlighted that reflective teaching was the only significant predictor of job satisfaction among EFL teachers in Iraqi Kurdistan.

Keywords

Öz-yeterlik Yansıtıcı Öğretim Öğretme Stili Duygusu İş Doyumu Yabancı Dil Öğretmenleri

References

  • Akbari, R. (2007). Reflection on reflections: A critical appraisal of reflective practices in L2 teacher education. A System, 35(2), 192–207. https://doi.org/10.1016/j.system.2007.02.003.
  • Akbari, R., & Tavassoli, K. (2011). Teacher efficacy, burnout, teaching style, and emotional intelligence: Possible relationships and differences. The International Journal of Educational Management, 25(4), 366–379. https://doi.org/10.1108/09513541111145901.
  • Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. A System, 38(2), 211–227. https://doi.org/10.1016/j.system.2010.03.002.
  • Akbari, R., Kiani, G. R., Imani, N. M., & Karimi, A. N. (2008). Teachers' teaching styles, sense of efficacy, and reflectivity as correlates of students’ achievement outcomes. Teaching and Teacher Education, 24(2), 424–434. https://doi.org/10.1016/j.tate.2007.08.003.
  • Aliakbari, M., Khany, R., & Adibpour, M. (2020). Exploring possible relationships between EFL teachers’ reflective practice, job satisfaction, and school context variables. TESOL Journal, 11(1), e00461. https://doi.org/10.1002/tesj.461.
  • Babaei, M., & Abednia, A. (2016). Reflective teaching and self-efficacy beliefs: Exploring relationships in the context of teaching EFL in Iran. Australian Journal of Teacher Education, 41(9), 1–15. https://doi.org/10.14221/ajte.2016v41n9.1.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191.
  • Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control. Freeman and Company.
  • Braun Jr, J. A., & Crumpler, T. P. (2004). The social memoir: An analysis of developing reflective ability in a pre-service methods course. Teaching and Teacher Education, 20(1), 59–75. https://doi.org/10.1016/j.tate.2003.07.005.
  • Brown, H. D (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
  • Butler, J. (2004). Undoing gender. Routledge.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Observation. In Research methods in education (6th ed., pp. 396–412). Routledge.
  • Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal of Experimental Education, 60(4), 323–337. https://doi.org/10.1080/00220973.1992.10806647
  • Conti, G. J. (1989). Assessing teaching style in continuing education. New Directions for Continuing Education, 43, 3–16. https://doi.org/10.1002/ace.36719894304
  • Cranny, C. J., Smith, P. C., & Stone, E. (1992). Job satisfaction: How people feel about their jobs. Lexington Books.
  • Dupin-Bryant, P. A. (2004). Teaching styles of interactive television instructors: A descriptive study. American Journal of Distance Education, 18(1), 39–50. https://doi.org/10.1207/s15389286ajde1801_4.
  • Gaumer Erickson, A. S., Soukup, J. H., Noonan, P. M., & McGurn, L. (2016). Self-efficacy questionnaire. University of Kansas, Center for Research on Learning. Available at http://researchcollaboration.org/uploads/Self-EfficacyQuestionnaire.pdf.
  • George, E., Louw, D., & Badenhorst, G. (2008). Job satisfaction among urban secondary-school teachers in Namibia. South African Journal of Education, 28 (2), 135–154. https://doi.org/10.15700/saje.v28n2a161.
  • Ghorban Dordinejad, F., & Rashvand, M. (2014). The role of Iranian EFL teachers’ reflectivity and teaching style in student achievement. Global Journal of Foreign Language Teaching, 4(1), 1–8. https://doi.org/10.18844/gjflt.v4i1.256.
  • Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers.
  • Grasha, A. F. (2002). Introduction: Personalizing teaching: Enhancing learning and building effective student-faculty relationships. College Teaching, 50(4), 122–122. https://doi.org/10.1080/87567550209595874.
  • Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education.
  • Hatch, E. M., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Newbury House Publishers.
  • Heidari, F., Nourmohammadi, E., & Nowrouzi, H. (2012). On the relationship between Iranian EFL teachers’ self-efficacy beliefs and their teaching styles. International Journal of Linguistics, 4 (3), 536–550. https://doi.org/10.5296/ijl.v4i3.2520.
  • Herzberg, F. (1968). One more time. How do you motivate employees? Harvard Business Review, 53(6), 53–62.
  • Kaplan, E. J., & Kies, D. A. (1995). Teaching styles and learning styles: Which came first? Journal of Instructional Psychology, 22(2), 16–24.
  • Kazemi, A., & Soleimani, N. (2013). On Iranian EFL teachers’ dominant teaching styles in private language centers: Teacher-centered or student-centered. International Journal of Language Learning and Applied Linguistics World, 4(1), 193-202.
  • Korthagen, F. A. (1993). Two modes of reflection. Teaching and Teacher Education, 9(3), 317–326. https://doi.org/10.1016/0742-051X(93)90008-B.
  • Korthagen, F. A. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum Associates Publishers.
  • Koustelios, A. (2005). Physical education teachers in Greece: Are they satisfied? International Journal of Physical Education, 42(2).
  • Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27–48. https://doi.org/10.2307/3587196.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537–560. https://doi.org/10.2307/3588426.
  • Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.
  • Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59–81. https://doi.org/10.2307/40264511.
  • Lazaraton, A., & Ishihara, N. (2005). Understanding second language teacher practice using microanalysis and self‐reflection: A collaborative case study. The Modern Language Journal, 89(4), 529–542. https://doi.org/10.1111/j.1540-4781.2005.00314.x.
  • Locke, E. A. (1976). The nature and causes of job satisfaction. In Handbook of industrial and organizational psychology (p. 130). Rand McNally.
  • Malmir, A., & Mohammadi, P. (2018). Teachers’ reflective teaching and self-efficacy as predictors of their professional success: A case of Iranian EFL teachers. Research in English Language Pedagogy, 6(1), 117-138. https://doi.org/10.30486/rep.2018.546409.
  • Moradian, M., Rashidi Mofrad, V., & Norolahi, F. (2016). The effect of group dynamic assessment on learning passive structure by Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World, 12(2), 36-47.
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia‐Pacific region. TESOL Quarterly, 37(4), 589-613. https://doi.org/10.2307/3588476.
  • Stallions, M., Murrill, L., & Earp, L. (2012). Don’t quit now!: Crisis, reflection, growth, and renewal for early career teachers. Kappa Delta Pi Record, 48(3), 123-128.
  • Sunal, A. B., Sunal, O., & Yasin, F. (2011). A comparison of workers employed in hazardous jobs in terms of job satisfaction, perceived job risk and stress: Turkish jean sandblasting workers, dock workers, factory workers and miners. Social Indicators Research, 102(2), 265-273. https://doi.org/10.1007/s11205-010-9752-3.
  • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D. & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536. https://doi.org/10.1177/0013161X11400185.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1.
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543168002202.
  • Wright, T. (2005). Classroom management in language education. Springer.

EFL Teachers' Self-Efficacy, Reflective Teaching, and Sense of Teaching Style as Predictors of Their Job Satisfaction in Iraqi Kurdistan

Year 2024, Volume: 2 Issue: 2, 105 - 119, 17.12.2024

Faraidoon Namiq

Abstract

EFL teachers play a pivotal role in the success of educational systems. This study aimed to achieve two main objectives: first, to explore the relationship among EFL teachers' self-efficacy, reflective teaching, and sense of teaching style; second, to identify which of these variables predict job satisfaction among EFL teachers. To achieve these aims, a total of 120 EFL teachers from Iraqi Kurdistan were selected using convenience sampling from schools in Hawler, Sulaimani, and Halabja. Data were gathered through the Teachers’ Sense of Efficacy Scale, the English Language Teaching Inventory, the Teachers' Sense of Teaching Style Questionnaire, and the Minnesota Job Satisfaction Questionnaire. The analysis revealed significant relationships among the variables. Furthermore, findings highlighted that reflective teaching was the only significant predictor of job satisfaction among EFL teachers in Iraqi Kurdistan.

Keywords

Self-efficacy Reflective Teaching Sense of Teaching Style Job Satisfaction EFL Teachers

References

  • Akbari, R. (2007). Reflection on reflections: A critical appraisal of reflective practices in L2 teacher education. A System, 35(2), 192–207. https://doi.org/10.1016/j.system.2007.02.003.
  • Akbari, R., & Tavassoli, K. (2011). Teacher efficacy, burnout, teaching style, and emotional intelligence: Possible relationships and differences. The International Journal of Educational Management, 25(4), 366–379. https://doi.org/10.1108/09513541111145901.
  • Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. A System, 38(2), 211–227. https://doi.org/10.1016/j.system.2010.03.002.
  • Akbari, R., Kiani, G. R., Imani, N. M., & Karimi, A. N. (2008). Teachers' teaching styles, sense of efficacy, and reflectivity as correlates of students’ achievement outcomes. Teaching and Teacher Education, 24(2), 424–434. https://doi.org/10.1016/j.tate.2007.08.003.
  • Aliakbari, M., Khany, R., & Adibpour, M. (2020). Exploring possible relationships between EFL teachers’ reflective practice, job satisfaction, and school context variables. TESOL Journal, 11(1), e00461. https://doi.org/10.1002/tesj.461.
  • Babaei, M., & Abednia, A. (2016). Reflective teaching and self-efficacy beliefs: Exploring relationships in the context of teaching EFL in Iran. Australian Journal of Teacher Education, 41(9), 1–15. https://doi.org/10.14221/ajte.2016v41n9.1.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191.
  • Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control. Freeman and Company.
  • Braun Jr, J. A., & Crumpler, T. P. (2004). The social memoir: An analysis of developing reflective ability in a pre-service methods course. Teaching and Teacher Education, 20(1), 59–75. https://doi.org/10.1016/j.tate.2003.07.005.
  • Brown, H. D (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
  • Butler, J. (2004). Undoing gender. Routledge.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Observation. In Research methods in education (6th ed., pp. 396–412). Routledge.
  • Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal of Experimental Education, 60(4), 323–337. https://doi.org/10.1080/00220973.1992.10806647
  • Conti, G. J. (1989). Assessing teaching style in continuing education. New Directions for Continuing Education, 43, 3–16. https://doi.org/10.1002/ace.36719894304
  • Cranny, C. J., Smith, P. C., & Stone, E. (1992). Job satisfaction: How people feel about their jobs. Lexington Books.
  • Dupin-Bryant, P. A. (2004). Teaching styles of interactive television instructors: A descriptive study. American Journal of Distance Education, 18(1), 39–50. https://doi.org/10.1207/s15389286ajde1801_4.
  • Gaumer Erickson, A. S., Soukup, J. H., Noonan, P. M., & McGurn, L. (2016). Self-efficacy questionnaire. University of Kansas, Center for Research on Learning. Available at http://researchcollaboration.org/uploads/Self-EfficacyQuestionnaire.pdf.
  • George, E., Louw, D., & Badenhorst, G. (2008). Job satisfaction among urban secondary-school teachers in Namibia. South African Journal of Education, 28 (2), 135–154. https://doi.org/10.15700/saje.v28n2a161.
  • Ghorban Dordinejad, F., & Rashvand, M. (2014). The role of Iranian EFL teachers’ reflectivity and teaching style in student achievement. Global Journal of Foreign Language Teaching, 4(1), 1–8. https://doi.org/10.18844/gjflt.v4i1.256.
  • Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers.
  • Grasha, A. F. (2002). Introduction: Personalizing teaching: Enhancing learning and building effective student-faculty relationships. College Teaching, 50(4), 122–122. https://doi.org/10.1080/87567550209595874.
  • Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education.
  • Hatch, E. M., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Newbury House Publishers.
  • Heidari, F., Nourmohammadi, E., & Nowrouzi, H. (2012). On the relationship between Iranian EFL teachers’ self-efficacy beliefs and their teaching styles. International Journal of Linguistics, 4 (3), 536–550. https://doi.org/10.5296/ijl.v4i3.2520.
  • Herzberg, F. (1968). One more time. How do you motivate employees? Harvard Business Review, 53(6), 53–62.
  • Kaplan, E. J., & Kies, D. A. (1995). Teaching styles and learning styles: Which came first? Journal of Instructional Psychology, 22(2), 16–24.
  • Kazemi, A., & Soleimani, N. (2013). On Iranian EFL teachers’ dominant teaching styles in private language centers: Teacher-centered or student-centered. International Journal of Language Learning and Applied Linguistics World, 4(1), 193-202.
  • Korthagen, F. A. (1993). Two modes of reflection. Teaching and Teacher Education, 9(3), 317–326. https://doi.org/10.1016/0742-051X(93)90008-B.
  • Korthagen, F. A. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum Associates Publishers.
  • Koustelios, A. (2005). Physical education teachers in Greece: Are they satisfied? International Journal of Physical Education, 42(2).
  • Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27–48. https://doi.org/10.2307/3587196.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537–560. https://doi.org/10.2307/3588426.
  • Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.
  • Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59–81. https://doi.org/10.2307/40264511.
  • Lazaraton, A., & Ishihara, N. (2005). Understanding second language teacher practice using microanalysis and self‐reflection: A collaborative case study. The Modern Language Journal, 89(4), 529–542. https://doi.org/10.1111/j.1540-4781.2005.00314.x.
  • Locke, E. A. (1976). The nature and causes of job satisfaction. In Handbook of industrial and organizational psychology (p. 130). Rand McNally.
  • Malmir, A., & Mohammadi, P. (2018). Teachers’ reflective teaching and self-efficacy as predictors of their professional success: A case of Iranian EFL teachers. Research in English Language Pedagogy, 6(1), 117-138. https://doi.org/10.30486/rep.2018.546409.
  • Moradian, M., Rashidi Mofrad, V., & Norolahi, F. (2016). The effect of group dynamic assessment on learning passive structure by Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World, 12(2), 36-47.
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia‐Pacific region. TESOL Quarterly, 37(4), 589-613. https://doi.org/10.2307/3588476.
  • Stallions, M., Murrill, L., & Earp, L. (2012). Don’t quit now!: Crisis, reflection, growth, and renewal for early career teachers. Kappa Delta Pi Record, 48(3), 123-128.
  • Sunal, A. B., Sunal, O., & Yasin, F. (2011). A comparison of workers employed in hazardous jobs in terms of job satisfaction, perceived job risk and stress: Turkish jean sandblasting workers, dock workers, factory workers and miners. Social Indicators Research, 102(2), 265-273. https://doi.org/10.1007/s11205-010-9752-3.
  • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D. & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536. https://doi.org/10.1177/0013161X11400185.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1.
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543168002202.
  • Wright, T. (2005). Classroom management in language education. Springer.
There are 45 citations in total.

Details

Primary Language English
Subjects English As A Second Language
Journal Section Research Articles
Authors

Faraidoon Namiq 0000-0001-7340-2279

Early Pub Date December 13, 2024
Publication Date December 17, 2024
Submission Date November 21, 2024
Acceptance Date December 13, 2024
Published in Issue Year 2024 Volume: 2 Issue: 2

Cite

APA Namiq, F. (2024). EFL Teachers’ Self-Efficacy, Reflective Teaching, and Sense of Teaching Style as Predictors of Their Job Satisfaction in Iraqi Kurdistan. Journal of English Language, 2(2), 105-119.
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