Hassan Soodmand Afshar; Mahsa Moradifar
Volume 9, Issue 1 , March 2021, , Pages 14-29
Abstract
The present study explored the relational patterns of critical cultural awareness, institutional identity, self-efficacy, reflective teaching, and job performance of Iranian EFL teachers. To this end, 300 Iranian EFL teachers from different private language institutes were selected based on convenience ...
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The present study explored the relational patterns of critical cultural awareness, institutional identity, self-efficacy, reflective teaching, and job performance of Iranian EFL teachers. To this end, 300 Iranian EFL teachers from different private language institutes were selected based on convenience sampling and took part in the study by completing the critical cultural awareness questionnaire, the teachers’ sense of self-efficacy scale, the institutional identity questionnaire, and the reflective teaching questionnaire. Moreover, 1500 EFL students (i.e., five students per teacher) were randomly selected from teachers’ classrooms to take part in the present study. A Structural Equation Modeling (SEM) analysis was adopted, the results of which revealed that all the predictor variables except critical cultural awareness predicted EFL teachers’ job performance. However, self-efficacy was found to be the strongest predictor of Iranian EFL teachers’ job performance. The implications, grounded in the findings of the study, are presented and discussed in more detail in the paper.
Hassan Soodmand Afshar; Shadi Donyaie
Volume 7, 2 (Special Issue on Iranians Views of Cultural Issues) , September 2019, , Pages 80-93
Abstract
As part of a large-scale project, the current qualitative study investigated the possible contribution of a consciousness-raising interactive workshop (as a form of professional development activity) to 30) 22 female and 8 male) Iranian EFL teachers’ professional identity construction. Thirty Iranian ...
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As part of a large-scale project, the current qualitative study investigated the possible contribution of a consciousness-raising interactive workshop (as a form of professional development activity) to 30) 22 female and 8 male) Iranian EFL teachers’ professional identity construction. Thirty Iranian EFL teachers were asked to write two reflective journals (one individually and one collectively) before and two others after they attended an eight-session interactive workshop on Reflective Journal Writing (RJW). The workshop aimed at raising their consciousness of RJW based on the framework proposed by Richards (1995) and the journal content guide developed by Soodmand Afshar (in press). Subsequently, in order to demonstrate how the consciousness-raising interactive workshop contributed to the participants' professional identity construction, interviews were conducted with them. The data collected were analyzed through the grounded-theory approach and qualitative content analysis. The results indicated that the workshop contributed to the participants’ professional identity construction in various ways which are discussed at length in the paper.