Examining the Relationship Between Iranian EFL Teachers Leadership Style and Pedagogical Style in Terms of Their Teaching Experience[Latin Thesis]

Masoumeh Alaei

The purpose of this study was to fill the gap in research on EFL teachers leadership style and pedagogical style. The current thesis examined the relationship between Iranian EFL teachers leadership style and pedagogical style in terms of their teaching experience. Teacher leadership style and pedagogical style are two significant factors in prevailing education; therefore, this research explored whether these two elements are related. To this end, the researcher targeted 168 Iranian EFL teachers, with ages ranging between 19 and 46 and their experience between 0 to 26 years, teaching in different English language institutes in Tehran. The instruments of this study were respectively The Multifactor Leadership Questionnaire, Short Form 6-S (MLQ-6S, Bass & Avolio, 1992) and Grasha s Teaching Style Inventory (Grasha, 2002). In this study, Pearson product moment correlation, Principal Component Analysis (PCA), and partial correlation were run. The results indicated that there was a statistically significant relationship between Iranian EFL teachers leadership style and their pedagogical style, with Inspirational Motivation and Idealized Influence having the highest correlations with pedagogical style subscales. Moreover, the relationship between the subscales of Iranian EFL teachers leadership style and pedagogical style subscales was not mediated by their level of experience. In general, from the findings of this study, it can be concluded that there is probably a relationship between Iranian EFL teachers leadership style and their pedagogical style and it also can be inferred that the relationship between Iranian EFL teachers leadership style and pedagogical style subscales are not likely to be mediated by their level of experience. The findings of this study can be useful to all English language teachers, teacher trainers, and administrators who are interested in improving their leadership and pedagogical styles in order to create professional learning communities.