DOI:
https://doi.org/10.14483/22487085.23158Published:
2026-03-16Issue:
Vol. 28 No. 1 (2026): CALJ: january-juneSection:
Research ArticlesExploring the Relationship Between Iranian EFL Teachers’ Teaching Style and Multiple Dimensions of Self-Efficacy
Explorando la relación entre el estilo de enseñanza de los profesores iraníes de EFL y múltiples dimensiones de la autoeficacia
Keywords:
EFL, self-efficacy, social cognitive theory, teachers, teaching style (en).Keywords:
autoeficacia, docentes, EFL, estilo de enseñanza, teoría cognitiva social (es).Downloads
Abstract (en)
Following the social cognitive theory, this cross-sectional, correlational study aimed to explore Iranian English as Foreign Language (EFL) teachers’ preferred teaching style and its effect on their perceived self-efficacy in accomplishing specific classroom tasks. To this aim, Grasha’s Teaching Style Inventory (TSI) and Tschannen-Moran Teachers’ Sense of Efficacy Scale (TSES) were used to test teaching style preferences and self-efficacy. To this aim, 233 EFL teachers from both Iranian public schools and private language institutes were included. Data were analyzed using the chi-square test, one-way ANOVA, and Bonferroni post hoc comparisons. Results showed that facilitator and personal model teaching styles were the two most frequent styles. Regarding participants’ self-efficacy, those who adopted a facilitator teaching style reported the highest scores across all subscales of self-efficacy. Additionally, a statistically significant difference was found between the self-efficacy levels of teachers with facilitator versus formal authority teaching styles (p = 0.000). These findings have important implications for teacher education programs in Iran, highlighting the need for the programs to provide teachers with enough opportunities to develop communicative teaching practices, engage students effectively, and enhance their sense of self-efficacy. Teacher trainers can monitor teachers’ progress in self-efficacy and accordingly modify the teaching methods, to acknowledge teacher psychology involved in teacher practice.
Abstract (es)
Siguiendo la teoría sociocognitiva, el presente estudio transversal y correlacional tuvo como objetivo explorar el estilo de enseñanza preferido de los profesores iraníes de inglés como lengua extranjera (EFL) y su efecto en su autoeficacia percibida en el desempeño de una tarea de enseñanza específica en clase. Se utilizaron el Inventario de Estilo de Enseñanza de Grasha (TSI) y la Escala de Sentido de Eficacia de los Profesores de Tschannen-Moran (TSES) para evaluar las preferencias de estilo de enseñanza y la autoeficacia. Un total de 233 profesores de EFL de escuelas secundarias públicas iraníes e institutos de idiomas privados fueron incluidos en este estudio. Los datos fueron analizados mediante la prueba de chi-cuadrado, ANOVA de una vía y el post hoc de Duncan. Los resultados mostraron que los estilos de enseñanza más preferidos entre los profesores iraníes de EFL fueron el estilo de facilitador y el estilo de modelo personal. Con respecto al estado de autoeficacia de los participantes, el estilo de enseñanza de facilitador mostró tener las puntuaciones más altas en todas las subescalas de autoeficacia que los profesores de EFL percibieron en clase. Los hallazgos también evidenciaron una diferencia estadísticamente significativa entre la autoeficacia de los docentes en los estilos de enseñanza de facilitador y de autoridad formal (p = 0,000). Este estudio tiene implicaciones para los programas de formación docente en Irán, ya que destaca la necesidad de proporcionar a los profesores oportunidades suficientes para aprender a enseñar comunicativamente, involucrar adecuadamente a los estudiantes y mejorar su sentido de autoeficacia docente. Los capacitadores docentes pueden monitorear el progreso o los cambios en la autoeficacia docente y, en consecuencia, modificar los métodos de enseñanza para reconocer la psicología docente involucrada en la práctica docente.
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