Tahereh Heydarnejad, Azar Hosseini Fatemi and Behzad Ghonsooly
For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences…
Abstract
Purpose
For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.
Design/methodology/approach
Following the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.
Findings
Based on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).
Research limitations/implications
Future studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.
Practical implications
In effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.
Social implications
The implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.
Originality/value
The implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.
Details
Keywords
Safoura Jahedizadeh, Behzad Ghonsooly and Afsaneh Ghanizadeh
The purpose of this paper is to design a new instrument toward assessing English as foreign language students’ academic buoyancy and to investigate the association between…
Abstract
Purpose
The purpose of this paper is to design a new instrument toward assessing English as foreign language students’ academic buoyancy and to investigate the association between academic buoyancy and three demographic variables of GPA, gender and educational level using the newly-designed questionnaire.
Design/methodology/approach
To do so, a new questionnaire consisting of 27 items was designed which measures four aspects of L2 buoyancy, namely, sustainability, regularity adaptation, positive personal eligibility and positive acceptance of academic life. The scale was then translated into Persian and its validity (computed via confirmatory factor analysis estimates) and reliability (computed via Cronbach’s α) were substantiated.
Findings
All the items were found to have accepted factor loading. The results regarding the association between academic buoyancy and demographic variables along with the relevant discussion are presented.
Originality/value
Though over the years, researchers have used a variety of methods and scales to measure buoyancy, all of the instruments have been consisted of few items (usually four) which do not include the many aspects related to student buoyancy as one of the tenets of individual differences in positive psychology. Moreover, the same materials were used for distinctive settings of school and workplace in which the individuals adapt different goal orientations and perspectives. Consequently, the need for designing a comprehensive and specific instrument which includes all the aspects of academic buoyancy focusing on EFL students in higher education is manifested.