Investigating the Relationship between Iranian EFL Teachers’ Empowerment and their Self-Efficacy as a Consequence for their Educational Improvement
نویسندگان
1 Department of Education, Ilam Province
2 Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, Iran
3 Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, Iran
4 Department of Psychology, Psychosocial Injuries Research Center, Ilam University of Medical Sciences
5 Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, Iran
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doi
چکیده
INTRODUCTION: Teacher empowerment is thought to improve student learning by fostering teachingquality. Therefore, the purpose of this study is investigating the relationship between empowermentand self‑efficacy of Iranian English as Foreign Language teachers.MATERIALS AND METHODS: The present study is an experimental study; the population of thestudy includes all the English language teachers of the universities of Ilam, Iran. Among whom byrandom sampling, the sample which was consisted of 60 teachers were selected. Participants inthis study answered the School Participant Empowerment Scale questionnaire (Short and Rinehart,1992) as the instrument of the study. The Pearson product‑moment correlation was computed todetermine the relationship between teacher empowerment and teacher self‑efficacy.RESULTS: The results showed that there was a positive correlation between teacher empowermentand their self‑efficacy (r = 0.55, P < 0.01) and differences among teachers’ self‑efficacy is notsignificant according to age (r = −0.14, P = 0.23).CONCLUSIONS: Based on the results of the study, empowerment and self‑efficacy have interactiverelationships; i.e. self‑efficacy in teachers leads to empowerment and empowerment in teachersleads to self‑efficacy.
