Saeed Rezaei; Ava Bahrami
Volume 7, Issue 1 , March 2019, , Pages 67-82
Abstract
This survey investigated the cultural identity of Iranian English language teachers. Accordingly, a cultural identity model was proposed a priori, based on which a questionnaire was developed and piloted on 50 Iranian English language teachers (α = 0.87). The developed questionnaire was then administered ...
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This survey investigated the cultural identity of Iranian English language teachers. Accordingly, a cultural identity model was proposed a priori, based on which a questionnaire was developed and piloted on 50 Iranian English language teachers (α = 0.87). The developed questionnaire was then administered to 636 male and female Iranian English language teachers. The results of confirmatory factor analysis showed that the model was fit and eight components namely 1) religious beliefs, 2) history, 3) customs, 4) manners and behaviors, 5) Persian language, 6) literature and art, 7) parents’ influence and 8) family relations were confirmed to form the core of Iranian cultural identity. The findings also revealed that the older and more experienced teachers had the highest level of Iranian cultural identity. Besides, the results showed that female teachers had stronger Iranian cultural identity than their male counterparts, and teachers from different fields of study and with different university degrees and mother tongues did not significantly differ in their cultural identity.
Reza Pishghadam; Fahimeh Saboori
Volume 2, Issue 1 , March 2014, , Pages 63-72
Abstract
The present study pursued two goals: First, to discover the subscales underlying the teacher Status Scale (TSS); and second, to reveal the status of the teachers of Persian, Arabic, and English in Iranian junior high school students’ perceptions in order to determine the relative roles of national, ...
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The present study pursued two goals: First, to discover the subscales underlying the teacher Status Scale (TSS); and second, to reveal the status of the teachers of Persian, Arabic, and English in Iranian junior high school students’ perceptions in order to determine the relative roles of national, religious, and western influences in the identity construction of the students. The data was collected from 650 junior high school students, who rated their 80 teachers. Regarding the first goal, an Exploratory Factor Analysis (EFA) was employed revealing three subscales of the TSS: personal status, social status, and educational status. As for the second goal, a number of Chi-square tests were run on the data. Based on the results, English teachers were found to have the highest status in all the three factors and as a whole, denoting the more dominant role of western influence in the construction of the students’ identities.