Volume 4, Issue 4 (12-2019)                   IJREE 2019, 4(4): 13-26 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Niloufari R, Dastgoshadeh A. Possible Selves as Correlates of EFL Teachers’ Self-Efficacy and Students’ Achievement. IJREE. 2019; 4 (4)
URL: http://ijreeonline.com/article-1-236-en.html
Department of English, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
Abstract:   (661 Views)
The present study was intended to investigate possible relationships of the development of EFL teachers’ possible selves with teacher efficacy and students’ achievement. Eighty seven teachers were selected through convenience sampling from different Language Institutes participated in this study and filled in EFL teachers’ Possible Selves Development Questionnaire as well as Teacher Self-Efficacy Scale (TSES). The participants were also requested to specify the mean scores of the achievement tests they administered to their students in the previous terms. The results of data analyses indicated significant relationships of teachers’ possible selves development with their self-efficacy and students’ achievement. To investigate which components of possible selves might have more predictive power in predicting teacher’s self-efficacy and students’ achievement, the researchers employed regression analysis. The four subscales of possible selves – ideal, ought-to, actual, and feared selves- were found to be good predictors of teacher self-efficacy and only three subscales of possible selves including ideal, ought-to, and actual selves were strongly correlated with students’ achievement. The researchers concluded by suggesting that a sense of self-efficacy as well as a concern for students’ achievement as two main senses of selves should be incorporated into the possible selves of EFL teachers through implementing specific pre-service as well as in-service teacher education programs.
 
Full-Text [PDF 538 kb]   (68 Downloads)    
Type of Study: Research | Subject: General

References
1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi:10.1037/0033-295X.84.2.191. [DOI:10.1037/0033-295X.84.2.191]
2. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.) Encyclopedia of human behaviour (Vol.4, pp.71-81). New York: Academic Press.
3. Bandura, A., & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99. doi: 10.1037/0021-9010.88.1.87. [DOI:10.1037/0021-9010.88.1.87]
4. Baumeister, R. F. (1991). Meanings of life. New York: Guilford.
5. Baumeister, R. F., & Wilson, B. (1996). Life stories and the four needs for meaning. Psychological Inquiry, 7(4), 322-325. [DOI:10.1207/s15327965pli0704_2]
6. Bernat, E. (2008): Beyond beliefs: Psycho-cognitive, sociocultural and emergent ecological approaches to learner perceptions in foreign language acquisition. The Asian EFL Journal, 10(3), 7-27.
7. Berzonsky, M. (1989). Identity style: Conceptualization and measurement. Journal of Adolescent Research, 4(3), 268-282. doi: 10.1177/074355488943002. [DOI:10.1177/074355488943002]
8. Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self- efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253. http://dx.doi.org/10.1016/S0742-051X (99)00057-8. [DOI:10.1016/S0742-051X(99)00057-8]
9. Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2004). Assessing teacher effectiveness: Developing a differentiated model. Abingdon, UK: Routledge Falmer.
10. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, W. H. A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationship between indicators of teachers' professional identity. European Journal of Psychology of Education, 27(1), 115-132. doi: 10.1007/s10212-011-0069-2. [DOI:10.1007/s10212-011-0069-2]
11. Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. doi: 10.1016/j.jsp.2006.09.001 [DOI:10.1016/j.jsp.2006.09.001]
12. Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 95(4), 821-832. doi.org/10.1037/0022-0663.95.4. [DOI:10.1037/0022-0663.95.4.821]
13. Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Teachers', school staff's and parents' efficacy beliefs as determinants of attitude toward school. European Journal of Psychology of Education, 18(1), 15−31. doi: 10.1007/BF03173601 [DOI:10.1007/BF03173601]
14. Cervone, D., Mor, N., Orom, H., Shadel, W. G., & Scott, W. D. (2004). Self-efficacy beliefs on the architecture of personality: On knowledge, appraisal, and self-regulation. In R. Baumeister, & K. Vohs (Eds.) Handbook of self-regulation: Research, theory, and applications. (pp. 188-210). New York: Guilford Press.
15. Dastgoshadeh, A. (2018). Developing a model of teachers' possible selves for the Iranian context. Journal of Teaching Language Skills (JTLS), 37(1), 73-96. doi: 10.22099/jtls.2018.28369.2453
16. Deemer, S. A. (2004). Classroom goal orientation in high school classrooms: revealing links between teacher beliefs and classroom environments. Educational Research, 46(1), 73-90. doi: 10.1080/0013188042000178836. [DOI:10.1080/0013188042000178836]
17. Dörnyei, Z. (2005). The Psychology of the language learner. Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
18. Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self. Clevedon: Multilingual Matters. [DOI:10.21832/9781847691293]
19. Dörnyei, Z. (2010). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills. (pp. 74-83). London: Routledge.
20. Dörnyei. Z., & Ushioda, E. (Eds.) (2009). Motivation, language identity, and the L2 self. Clevedon: Multilingual Matters. [DOI:10.21832/9781847691293]
21. Dunkel, C. (2000). Possible selves as a mechanism for identity exploration. Journal of Adolescence, 23(5), 519-529. doi.org/10.1006/jado.2000.0340. [DOI:10.1006/jado.2000.0340]
22. Evans, E. D., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among pre-service teachers. Journal of Educational Research, 80(2), 81-85. [DOI:10.1080/00220671.1986.10885728]
23. Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675-686. doi.org/10.1016/S0742-051X (02)00027-6. [DOI:10.1016/S0742-051X(02)00027-6]
24. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers. doi: [DOI:10.1017/S0272263100007634]
25. Gencer, A. S., & Cakiroglu, J. (2007). Turkish pre-service science teachers' efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23(5), 664-675. doi: 10.1016/j.tate.2005.09.013 [DOI:10.1016/j.tate.2005.09.013]
26. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. [DOI:10.1037/0022-0663.76.4.569]
27. Goddard, R. D., Logerfo, L., & Hoy, W. K. (2004). High school accountability: The role of perceived collective efficacy. Educational Policy, 8(3), 403-425. doi.org/10.1177/0895904804265066. [DOI:10.1177/0895904804265066]
28. Grotevant, H. D. (1987). Toward a process model of identity formation. Journal of Adolescent Research, 2(3), 203-222. doi: 10.1177/074355488723003. [DOI:10.1177/074355488723003]
29. Hamman, D., Gosselin, K., Romano, J., & Banuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26(7), 1349-1361. [DOI:10.1016/j.tate.2010.03.005]
30. Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319-340. [DOI:10.1037/0033-295X.94.3.319]
31. Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, 30, 1-46. [DOI:10.1016/S0065-2601(08)60381-0]
32. Kubanyiova, P. (2009). Possible selves of language teachers and teacher development. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self. Clevedon: Multilingual Matters. [DOI:10.21832/9781847691293-017]
33. Kwon, H. (2016). Effect of Middle School Students' Motivation to Learn Technology on Their Attitudes toward Engineering. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2281-2294. https://doi.org/10.12973/eurasia [DOI:10.12973/eurasia.]
34. Leary, M. R. (2007). Motivational and emotional aspects of the self. Annual review of Psychology, 58, 317-344. doi:10.1146/annurev.psych.58.110405.085658. [DOI:10.1146/annurev.psych.58.110405.085658]
35. Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969. https://psycnet.apa.org/buy/1987-01154-001 [DOI:10.1037/0003-066X.41.9.954]
36. Markus, H., & Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In L. A.Pervin (Ed.), Goal concepts in personality and social psychology. (pp. 211-241). Hillsdale, NJ: Lawrence Erlbaum.
37. Martinović, A. (2017). L2 motivation and L2 anxiety among non-language university majors. In K. Cergol Kovačević & S. L. Udier (Eds.) Multidisciplinary approaches to multilingualism (pp 121-135). Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang Verlag.
38. Martinović, A., & Poljaković, I. (2010). Attitudes toward ESP among university students. Fluminensia, 22(2), 145-161.
39. Midgley, C., Feldlaufer, H., & Eccles, S. J. (1989). Change in teacher efficacy and student self-and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247−258. [DOI:10.1037/0022-0663.81.2.247]
40. Öz, H., & Bursalı, N. (2017). The relationship between ideal l2 self and willingness to communicate inside the classroom. International Journal of Higher education, 6(4), 229-239. doi:10.5430/ijhe.v6n4p229 [DOI:10.5430/ijhe.v6n4p229]
41. Roshandel, J., Ghonsoly, B., & Ghanizadeh, A. (2018). L2 Motivational Self-System and Self-Efficacy: A Quantitative Survey-Based Study. International Journal of Instruction, 11(1), 329-344. doi.org/10.12973/iji.2018.11123a [DOI:10.12973/iji.2018.11123a]
42. Ross, J. A., & Bruce, C. (2007). Professional development effects on teacher efficacy; Results of randomized field trial. The Journal of Educational Research, 101(1), 50-66. doi: 10.12691/education-2-4-6. [DOI:10.12691/education-2-4-6]
43. Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65. http://dx.doi.org/10.2307/1495395. [DOI:10.2307/1495395]
44. Rots, I., Aelterman,A., Vierick, P.,& Vermeulen,K. (2007). Teacher education, graduates' teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23(5), 543-556. doi: 10.1016/j.tate.2007.01.012. [DOI:10.1016/j.tate.2007.01.012]
45. Schmidt, M., & Datnow, A. (2005). Teachers' sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21(8), 949-965. doi:10.1016/j.tate.2005.06.006. [DOI:10.1016/j.tate.2005.06.006]
46. Shaalvik, E. M., & Shaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. [DOI:10.1037/0022-0663.99.3.611]
47. Shaughnessy, M. F. (2004). An interview with Anita Woolfolk: The educational psychology of teacher efficacy. Educational Psychology Review, 16(2), 153-176. [DOI:10.1023/B:EDPR.0000026711.15152.1f]
48. Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. http://dx.doi.org/10.1023/A:1026131715856. [DOI:10.1023/A:1026131715856]
49. Tajeddin, Z., & Teimournezhad, S. (2014). Exploring the hidden agenda in the representation of culture in international and localized ELT textbooks. The language Learning Journal, 42(1), 1-14. https://doi.org/10.1080/09571736.2013.869942 [DOI:10.1080/09571736.2013.869942.]
50. Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers' predictions of student success. Teaching and Teacher Education, 21(3), 299-314. [DOI:10.1016/j.tate.2005.01.003]
51. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17(7), 783-805. [DOI:10.1016/S0742-051X(01)00036-1]
52. Tschannen-Moran, M., & Hoy, A. W. (2002). The influence of resources and support on teachers' efficacy beliefs. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA. doi: 10.4236/health.2011.31010 5,474. [DOI:10.4236/health.2011.31010]
53. Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657 - 680. https://doi.org/10.1002/j.1545-7249.2007.tb00098.x [DOI:10.1002/j.1545- 7249.2007.tb00098.x.]
54. Wagner, T., & Imanuel-Noy, D. (2014). Are they Genuinely Novice Teachers? Motivations and Self-Efficacy of those who Choose Teaching as a Second Career. Australian Journal of Teacher Education, 39(7), 30-57. doi:10.14221/ajte.2014v39n7.5. [DOI:10.14221/ajte.2014v39n7.5]
55. Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. Journal of Educational Research, 100(5), 303-310. https://doi.org/10.3200/JOER.100.5.303-310 [DOI:10.3200/JOER.100.5.303-310.]
56. Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428.doi:10.1016/j.learninstruc.2008.06.002. [DOI:10.1016/j.learninstruc.2008.06.002]
57. Watzke, J. L. (2007). Foreign language pedagogical knowledge: Toward a developmental theory of beginning teacher practices. The Modern Language Journal, 91(1), 63 - 82. https://doi.org/10.1111/j.1540-4781.2007.00510.x [DOI:10.1111/j.1540-4781.2007.00510.x.]
58. Wertheim, C., & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated instruction of Israeli prospective teacher. The Journal of Educational Research, 96(1), 54-63. [DOI:10.1080/00220670209598791]
59. Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy. Teaching and Teacher Education, 21(7), 757-766. [DOI:10.1016/j.tate.2005.05.009]
60. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. [DOI:10.1006/ceps.1999.1015]
61. Woolfolk Hoy, A., Davis, H., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A.Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp.715-737). Mahwah, NJ: Lawrence Erlbaum Associates.
62. Yost, R. (2002). "I think I can": Mentoring as a means of enhancing teacher efficacy. The Clearing House, 75(4), 195-197. https://doi.org/10.1080/00098650209604930 [DOI:10.1080/00098650209604930.]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


© 2020 All Rights Reserved | International Journal of Research in English Education

Designed & Developed by : Yektaweb