Investigating the Relationship between Iranian EFL Teachers' Empowerment and their Self-Efficacy as a Consequence for their Educational Improvement.
Empowerment
Iranian English as foreign language teachers
self-efficacy
Journal
Journal of education and health promotion
ISSN: 2277-9531
Titre abrégé: J Educ Health Promot
Pays: India
ID NLM: 101593794
Informations de publication
Date de publication:
2020
2020
Historique:
received:
09
07
2019
accepted:
27
07
2019
entrez:
9
6
2020
pubmed:
9
6
2020
medline:
9
6
2020
Statut:
epublish
Résumé
Teacher empowerment is thought to improve student learning by fostering teaching quality. Therefore, the purpose of this study is investigating the relationship between empowerment and self-efficacy of Iranian English as Foreign Language teachers. The present study is an experimental study; the population of the study includes all the English language teachers of the universities of Ilam, Iran. Among whom by random sampling, the sample which was consisted of 60 teachers were selected. Participants in this 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 to determine the relationship between teacher empowerment and teacher self-efficacy. The results showed that there was a positive correlation between teacher empowerment and their self-efficacy ( Based on the results of the study, empowerment and self-efficacy have interactive relationships; i.e. self-efficacy in teachers leads to empowerment and empowerment in teachers leads to self-efficacy.
Identifiants
pubmed: 32509888
doi: 10.4103/jehp.jehp_354_19
pii: JEHP-9-80
pmc: PMC7271906
doi:
Types de publication
Journal Article
Langues
eng
Pagination
80Informations de copyright
Copyright: © 2020 Journal of Education and Health Promotion.
Déclaration de conflit d'intérêts
There are no conflicts of interest.
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