چکیده:
This study investigated the relationship among Iranian English teachers’ adversity quotient, personal growth initiative, and pedagogical success. The participants comprised 28 male and female English teachers and a total of 336 male and female EFL learners who attended the abovementioned teachers’ classes (12 for each teacher). Stoltz’ (1997) Adversity Response Profile (ARP) and Robitscheck’s (1998) Personal Growth Initiative Scale (PGIS) were administered among the 28 teachers while Moafian and Pishghadam’s (2009) Characteristics of Successful Iranian EFL Teachers Questionnaire (SIETQ) was administered among the 336 students. To look into the relationship and the predictability of the three aforesaid constructs, a Pearson product-moment correlation and subsequently multiple regression analysis were run following all statistical prerequisites necessary for running these parametric tests. The results demonstrated that there was a significant correlation among the teachers’ scores on the ARP and SIETQ, and their PGIS and SIETQ. Also, there was a significant difference in the predictability of the teachers’ SIETQ by their ARP and PGIS.
خلاصه ماشینی:
Stoltz’ (1997) Adversity Response Profile (ARP) and Robitscheck’s (1998) Personal Growth Initiative Scale (PGIS) were administered among the 28 teachers while Moafian and Pishghadam’s (2009) Characteristics of Successful Iranian EFL Teachers Questionnaire (SIETQ) was administered among the 336 students.
Purpose of the Study Having said the above and as a result of their teaching experience, the researchers have come to notice quite various responses EFL teachers provide in facing adversities including employing multiple strategies to approach and handle learners’ diverse characteristics.
(View the image of this page) In addition, two previous studies conducted by one of the researchers demonstrated the significance of AQ in predicting teachers’ classroom management and professional development (Marashi & Fotoohi, 2017).
g. , Borg, 2003; Elizabeth, May, & Chee, 2008; Galluzzo, 2005; Jacobs, 2007; Penrose, Perry, & Ball, 2007) to the extent that Sanders (2000) states that ELT teachers are the main source of language input and practice as they model L2, facilitate the learning process, give feedback, and also motivate students.
These researches have demonstrated the correlation of pedagogical success with a number of other language learning/teaching constructs and variables such as teachers’ self-efficacy beliefs and students’ English language achievement (Wossennie, 2014), teachers’ emotions (Toraby & Modarresi, 2018), and even spiritual intelligence (Roohani & Darvishy, 2015).
Furthermore, Cando and Villacastin (2014) Journal of Teaching Language Skills, 37(3), Fall 2018 114 in their study indicated a significant relationship between EFL teachers’ AQ and their teaching performance.