Teachers’ Reflective Teaching and Self-Efficacy as Predicators of their Professional Success: A Case of Iranian EFL Teachers

• Main Authors: Ali Malmir, Parisa Mohammadi
• Format: Article
• Language: English
• Published: Islamic Azad University, Isfahan Branch 2018-03-01
• Series: Research in English Language Pedagogy
• Subjects: Learner's attitudes; Reflective teaching; Teachers' professional success; Teachers' self-efficacy
• Online Access: http://relp.khuisf.ac.ir/article_538818_44c61686c3a57f76d2204947cef022a9.pdf

Language  teacher’s  professional  successes  has  become  a  very  important  topic  in SLA specially after the introduction of post-method  era.  Furthermore,  L2  teacher’s  professional successes can be influenced by some traits of the teachers including self-efficacy and way of teaching. The present study, therefore, was an attempt to investigate whether Iranian EFL teachers’  reflective  teaching  and  their  self-efficacy can predict their professional success. Twenty-eight male and female EFL teachers were asked to fill out the questionnaires of Teacher Sense of Efficacy Scale and Reflective Teaching Questionnaire. Then, 168 male and female EFL learners with the age range of 18-32 from three branches of Safir language institute in Tehran were randomly selected out of the teachers’ students. This initial sample included more than 400 EFL students. In the next step, the selected learners were asked to fill out the Teachers’ Professional Success Survey. The data analysis using multiple regression revealed that both self-efficacy and reflective teaching could relatively predict EFL teachers’ professional success. Secondly, the results revealed that there was not any significant difference between the prediction ability of the two variables aforementioned in predicting teachers’ success from the point of view of their students. The findings of the present suggest that EFL teachers should enhance their self-efficacy and reflective teaching to increase their professional success.