چکیده

The current study sought to investigate the interaction effect of sense of belonging (i.e. institutional identity) and social anxiety on effective teaching among college language teachers. To do so, 68 university teachers working in Zanjan, Hamedan and Tabriz were selected through convenience sampling; subsequently, the Institutional Identity Questionnaire primarily developed by Azimi (2012), Liebowitz Social Anxiety Scale (LSAS) and Iranian English Language Teacher’s Success Scale (Moafian & Pishghadm, 2009) were respectively administered. The data were fed into SPSS software followed by running two-way ANOVA. The results confirmed a significant interaction of institutional identity and social anxiety. Lower levels of social anxiety along with a high institutional identity bring about a better teaching performance reflected in the participants teaching success. This is largely attributable to social anxiety and the fact that being less socially anxious means embracing the unknown situations/people and having a higher tendency to express ones opinion and take part in activities. When this is combined with a strong sense of attachment to the organization one works for, it is sensible to assume the teacher becomes highly engaged in the process of teaching and learning. This, in turn, is the key to success of any teacher. However, the picture is much more complicated in the case of teachers with higher levels of social anxiety. The data suggested mixed findings for these participants. To better understand the phenomenon, other relevant variables such as employment status, socio-economic background, etc. should be taken into consideration in future studies.

کليدواژه ها

Institutional Identity, Social Anxiety, Effective Teaching

کد مقاله / لینک ثابت به این مقاله

برای لینک دهی به این مقاله، می توانید از لینک زیر استفاده نمایید. این لینک همیشه ثابت است :

نحوه استناد به مقاله

در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Elham Mohammadi , 1398 , The interaction effect of institutional identity and social anxiety on effective teaching: The case of Iranian EFL university teachers , اولين کنفرانس بين المللي مطالعات زبان انگليسي