چکیده

Traditionally, the teaching of EFL in Iran is dominated by a book-centered, teacher-centered, grammar-translation method and a focus on mechanical memory. Such traditional language teaching approaches have lead to a number of typical learning styles, with audial learning being one of them. A teacher must provide her lesson plan around her learners. After the teacher knows the learners’ learning styles, she sets goals for her teaching strategies. Moreover, associating with social learning theory, Bandura (1977) presented the concept of self-efficacy as the main motivational power behind an individual’s actions. Bandura (1977) proposed that an individual’s behavior in a certain situation is affected by the person’s beliefs that certain behaviors will cause a desired result. The present study attempted to investigate the correlation of teacher’s style and teacher efficacy. In order to do this, eighty female English teachers from Tabadkan District high schools in Mashhad were selected. Two separate questionnaires, i.e. Teaching Style Inventory (Dunn & Dunn, 1977) which had 66 questions divided into six separate sections on a Five-Likert Scale and also Teacher Efficacy Questionnaire (Tschannen-Moran & Woolfolk Hoy, 2001) which was reported to have a construct validity established by factor analysis and reliability was found to be 0.94 were used as the main instruments of the study. In regard to all sixteen survey items, the teachers were required to choose a number on a five-point Likert scale. The current study benefited from correlational design. Finally, analysis of the data showed that there is a significant correlation between teacher style and teacher efficacy.

کليدواژه ها

English Teachers, Teacher Efficacy, Teacher Style

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Azadeh Ghorbanzadeh , 1398 , The Relationship between Teacher’s Style and Teacher Efficacy, A Case Study of Female High School Teachers in Mashhad , اولين کنفرانس بين المللي مطالعات زبان انگليسي