Examining the Interaction among EFL Teachers Resilience, Teacher Motivation, and Teacher Personality Type [Latin Thesis]
Azadeh Gharib
| Record Identifier: | 16935 |
| Title: | Examining the Interaction among EFL Teachers Resilience, Teacher Motivation, and Teacher Personality Type |
| Personal Name: | Azadeh Gharib |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Shahin Vaezi |
| Advisor: | Dr. Masoomeh Estaji |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2016 |
| Abstract: | Different studies have found that teachers are genuinely influenced by the stressfulness of their workplace (Travers & Cooper, 1996). It has further been revealed that teachers who use their resources to develop resilience will successfully confront the ongoing challenges of teaching (Bobek, 2002, p.4). More importantly, teachers with individual differences and different personality characteristics must know how to enhance motivation, which is fundamental to promote their teaching quality as well. The main purpose of this study was examining the relationship and interaction among EFL teacher s resilience, motivation and personality type in the Iranian context. Moreover, the present study aimed to examine if gender and varied years of experience have a significant impact on teachers resilience. The participants of the study comprised 109 EFL instructors, selected from different institutes in Tehran through convenience sampling. They were divided into three groups of low , mid , and high in terms of the years of experience as EFL teachers. The data were collected by administering the Teacher Resilience Scale (Connor & Davidson, 2003), Teacher Motivation questionnaire (McNeil, 1987), and Five-Factor Inventory (John, Donahue, Kentle, 1991). To analyze the results, the Pearson and Spearman correlation coefficient and factorial ANOVA were run and indicated a statistically significant relationship between EFL teachers personality types and their resiliency. Further, a statistically positive, significant relationship was found between EFL teachers perceived resiliency and their motivation, in addition to a significant relationship between EFL teachers personality types and their motivation. Also, the findings of the study revealed that the perceived resiliency of EFL teachers does not relate to their personality types considering their gender and there was no interaction between EFL teachers level of experience and their motivation in terms of their relationships with teachers resiliency. In terms of teachers gender and level of experience, there was no significant difference between male and female EFL teachers, and novice and experienced teachers in the degree of their resiliency. The findings of the study have various implications for teacher recruitment policies, and mentoring programs, as well as helping authorities to collaborate and communicate with teachers in a more efficient way. Future research, which applies a larger and more representative sample of participants, is recommended in order to illuminate how these psychological constructs can predict future teaching success. |
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