International Journal of English Language Education
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Self-efficacy and School Leaders’ Feedback: A Study of Iranian EFL Teachers
1. Tayebeh Mohammadzadeh; 2. Khalil Motallebzadeh; 3. Hamid Ashraf.
1. Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Iran; 2. Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Iran; 3. Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Iran.
Many studies have described aspects of gender which might affect teachers’ beliefs and
attitudes toward their job and the quality of teachers’ performance within the classroom
seems to be highly influenced by different factors in and out of the classroom. This study sets
out to investigate the effect of received feedback from school leaders on sense of efficacy of
male and female EFL teachers. DeNisi and Kluger (2000) stated that feedback to ones’
performance is an important element of having high job satisfaction and motivation.
Considering the impression that teachers could not teach at advance levels, unless school
leaders find them qualified enough for teaching at these levels, this study examines the effect
of teachers’ position in a language institute, regarding the levels they teach, on their perceived
efficacy after receiving feedback. For this purpose, 30 male and female teachers who all teach
at the same language school in Mashhad, a city in Iran, were selected. The participants were
divided according to the level they taught, 15 at elementary levels and 15 at advance. The
obtained data were analyzed through SPSS software (version 16). The numerical results
proved teachers’ sense of efficacy was influenced significantly by school leader’s feedback
and the change was positive. Also, sense of efficacy of teacher who taught at both elementary
and advance levels increased but not significantly.
Feedback, Self efficacy
Date Deposited : 26 Apr 2014 12:24
Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/4511/3709
Last Modified : 26 Apr 2014 12:24
Volume 2, Number 1, - 2014 , ISSN 2325-0887
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