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جستارهای زبانی، جلد ۱۴، شماره ۳، صفحات ۲۱۳-۲۳۷
عنوان فارسی A Structural Equation Modeling of the Dynamic Interplay among EFL Teachers’ Classroom Management Approaches, Self-efficacy Dimensions, and Personality Types
چکیده فارسی مقاله Teachers’ classroom management plays a potent role in Teaching English as a Foreign Language, especially in relation to other psychological variables, namely self-efficacy and personality types. Consequently, the present study aimed at generating a structural equation model of evidence to better illustrate the relationship among classroom management, self-efficacy, and personality types as well as the pertinent sub-scales. A sample of 249 Iranian EFL teachers completed three questionnaires including the Behavior and Instructional Management Scale, Myers-Briggs Type Indicator Personality Type, and Teacher Efficacy Scale. The structural Equation Modeling (SEM) and the schematic illustration confirmed the hypothesized model (x2df = 1.28; RMSEA=.03; RMR =.03; GFI =.98; AGFI=.95; NFI =.98; CFI =.99; IFI =.99; TLI=.98), revealing significant internal interplay among the classroom management approaches, self-efficacy, personality types, and their sub-scales. The results of multiple regression further confirmed the direction of the path model illuminating the predictability power of the teachers’ personality types and their self-efficacy concerning the EFL teachers’ classroom management approaches. In other words, EFL teachers’ personality types and self-efficacy can predict their classroom management approaches. The study offered pedagogical implications for teachers, policymakers, and stockholders.
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عنوان انگلیسی A Structural Equation Modeling of the Dynamic Interplay among EFL Teachers’ Classroom Management Approaches, Self-efficacy Dimensions, and Personality Types
چکیده انگلیسی مقاله Teachers’ classroom management plays a potent role in Teaching English as a Foreign Language, especially in relation to other psychological variables, namely self-efficacy and personality types. Consequently, the present study aimed at generating a structural equation model of evidence to better illustrate the relationship among classroom management, self-efficacy, and personality types as well as the pertinent sub-scales. A sample of 249 Iranian EFL teachers completed three questionnaires including the Behavior and Instructional Management Scale, Myers-Briggs Type Indicator Personality Type, and Teacher Efficacy Scale. The structural Equation Modeling (SEM) and the schematic illustration confirmed the hypothesized model (x2df = 1.28; RMSEA=.03; RMR =.03; GFI =.98; AGFI=.95; NFI =.98; CFI =.99; IFI =.99; TLI=.98), revealing significant internal interplay among the classroom management approaches, self-efficacy, personality types, and their sub-scales. The results of multiple regression further confirmed the direction of the path model illuminating the predictability power of the teachers’ personality types and their self-efficacy concerning the EFL teachers’ classroom management approaches. In other words, EFL teachers’ personality types and self-efficacy can predict their classroom management approaches. The study offered pedagogical implications for teachers, policymakers, and stockholders.
کلیدواژه‌های انگلیسی مقاله classroom management,EFL,personality types,self-efficacy,Structural Equation Modeling
نویسندگان مقاله Hoda Divsar |
Assistant professor, Department of TEF, Payame Noor University (PNU), Tehran, Iran

نشانی اینترنتی https://lrr.modares.ac.ir/article_7368_3ebc834664981f5798abb53adeca946f.pdf
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