چکیده:
The purpose of this study was to investigate the relationship among Iranian EFL university lecturers’ professional and institutional identity, and their teaching efficacy. To this end, 100 EFL university lecturers from different branches of Islamic Azad Universities, including Kermanshah, Isfahan and Hamedan, took part in the study by completing the Professional Identity Questionnaire, the Institutional Identity Questionnaire, and the Teachers’ Efficacy Scale. The sampling strategy for selection of the participants of this study was convenience sampling. To answer the research questions, Pearson product-moment correlation and Multiple-regression analyses were run. The results showed that there exists a statistically significant positive relationship between EFL university lecturers' a) professional identity and teaching efficacy, and b) institutional identity and teaching efficacy.
خلاصه ماشینی:
"2. 23 Abstract The purpose of this study was to investigate the relationship among Iranian EFL university lecturers’ professional and institutional identity, and their teaching efficacy.
Given this background, the present research attempts to explore the relationship between Iranian EFL university lecturers' professional and institutional identity, to their teaching efficacy.
One possible rationalization for the result of the current study in this respect may be attributable to the fact that lecturers’ teaching efficacy and their professional identity work hand-in-hand to form lecturers’ beliefs concerning competence to teach learners from socially and linguistically different backgrounds, including ethnically and/or culturally diverse learners, English language learners, and learners living in poverty (Tournaki & Podell, 2005).
The second research question of this study aimed at investigating the association between Iranian EFL university lecturers’ institutional identity and their teaching efficacy.
The results of the Pearson correlation analysis showed that there was a statistically significant positive association between Iranian EFL university lecturers’ institutional identity and their teaching efficacy.
Consequently, not paying adequate attention to enhancing institutional identity in foreign language education and teacher training programs, in turn, might result in university lecturers’ inability in achieving excellence in teaching efficacy which is required of them in order to be capable of acting well enough in different academic and non-academic milieus.
Therefore, to sum up this part, the results of the present study as scrutinized by the second research question provides the empirical support for the prediction that EFL university lecturers’ institutional identity and their teaching efficacy are positively related."