Novice and Experienced Iranian EFL Teachers Perception of Teacher Empowerment and Its Role in Their Choice of Motivating Style [پايان نامه لاتين]
Shamileh Hafezi
| Record Identifier: | 16958 |
| Title: | Novice and Experienced Iranian EFL Teachers Perception of Teacher Empowerment and Its Role in Their Choice of Motivating Style |
| Personal Name: | Shamileh Hafezi |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Masoomeh Estaji |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2021 |
| Abstract: | Recently, it can be claimed that a portion of teachers all around the globe are suffering from a sort of amotivation in that they have been disempowered and ignored by their educational system and its personnel. Hence, it is imperative to examine teacher empowerment, as a critical area concerning EFL instructors working conditions. Hence, it is imperative to examine teacher empowerment, as a critical area to the instructors working conditions, in EFL contexts. The current study was aimed at investigating the perception of novice and experienced EFL teachers regarding teacher empowerment and its role in their choice of motivating style. In this sequential explanatory mixed-methods design study, 156 (female=103 and male=53) novice and experienced EFL teachers were selected through convenience sampling to participate in the quantitative phase of the study. They filled out an online booklet questionnaire containing three sections, including the demographic information, the teacher empowerment questionnaire, and the motivating style questionnaire. Then the data were summarized for the analysis. As for the qualitative phase of the study, 10 teachers who had already completed the quantitative phase of the study and were willing to participate in a semi-structured interview were selected employing a non-random sampling technique. Afterward, the obtained data were summarized and transcribed for quantitative analysis. The quantitative data were analyzed through Multivariate Analysis of Variance (MANOVA), Levene, and partial correlation which revealed that first, no significant difference existed between the novice and experienced teachers in terms of empowerment level. Likewise, no prominent association was found between teacher empowerment and teacher s motivating style. As for the qualitative data, content and thematic analysis was run which identified that, despite the quantitative results a strong positive relationship was found between the mentioned variables. The teacher participants introduced the teacher empowerment contributing factors and the challenges Iranian teachers faced regarding empowerment. It can be concluded that first, the teacher empowerment concept is context-sensitive; second based on the qualitative analysis, teacher empowerment may affect the teacher s choice of motivating style. Finally, the level of teacher empowerment appears to be related mostly to the educational setting, structure, and restrictions. The findings can contribute to teachers, teacher trainers, and administrators by providing a clear insight into the concepts of teacher empowerment and teacher s motivating style as well as their association. |
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