چکیده:
There is nowadays a burgeoning research base, mostly in mainstream
education, acknowledging that teachers have the most important impact
on students' achievement outcomes. This line of research, however, has
not yet found its way into second language pedagogy and little, if any,
empirical evidence exists on which set of EFL teacher characteristics
promotes positive student learning outcomes. In line with this argument,
the present study investigated three important teacher-related variables,
i.e. teaching styles, teachers’ sense of efficacy, and teacher reflectivity to
see how they relate to student achievement gains in ELT. 30 EFL
teachers teaching in Ilam (Iran) high schools participated in this study.
The final exam score of the participants' students served as the
dependent variable of the study. The results of multiple regression
analysis (R=.91) showed that the three variables investigated can
significantly predict student achievement outcomes. Besides the R value,
the results showed individual correlations between each pair of the
variables which reveal interesting relationships.
خلاصه ماشینی:
"Results As stated earlier, the present study aimed to investigate the relationship among the variables of teaching style, teacher reflectivity and teacher sense of efficacy as determinants of student achievement outcomes.
To investigate the three research hypotheses of the study, a Multiple Regression Analysis was run which provides the following results: Table 1 The descriptive statistics for the variables and their components (View the image of this page) Table 2 The Regression results for the hypotheses: Variables Entered/Removed b (View the image of this page) As the results of the Multiple Regression Analysis (R= 91) indicate, the three variables of teaching style, teacher reflectivity and teacher sense of efficacy can significantly predict student achievement outcomes.
Besides running multiple regression analysis for investigating the correlations of the main variables with student achievement, another level of analysis, that of investigating the correlations among the constituents of teacher reflectivity (Affective, Cognitive, Metacognitive, Practical and Critical dimensions), teacher sense of efficacy (Efficacy for student engagement, Efficacy for instructional strategies and Efficacy for classroom management), and the two components of teaching style (Intellectual Excitement and Interpersonal Rapport) was carried out.
First, it is believed that teachers who possess a secure sense of efficacy show strong commitment to teaching, spend more time in subject matters in their areas of perceived inefficacy, and devote more overall time to academic matters (Good & Brophy, 2003) and this would naturally lead to students' better performance in the classroom.
Conclusions The present study provided some empirical insights into the powerful constructs of teacher efficacy, teacher reflectivity and teaching style (intellectual excitement) when viewed through the lens of student achievement outcomes."