EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success

This study investigated the relationship among Iranian English teachers’ adversity quotient, personal growth initiative, and pedagogical success. The participants comprised ۲۸ male and female English teachers and a total of ۳۳۶ male and female EFL learners who attended the abovementioned teachers’ classes (۱۲ for each teacher). Stoltz’ (۱۹۹۷) Adversity Response Profile (ARP) and Robitscheck’s (۱۹۹۸) Personal Growth Initiative Scale (PGIS) were administered among the ۲۸ teachers while Moafian and Pishghadam’s (۲۰۰۹) Characteristics of Successful Iranian EFL Teachers Questionnaire (SIETQ) was administered among the ۳۳۶ students. To look into the relationship and the predictability of the three aforesaid constructs, a Pearson product-moment correlation and subsequently multiple regression analysis were run following all statistical prerequisites necessary for running these parametric tests. The results demonstrated that there was a significant correlation among the teachers’ scores on the ARP and SIETQ, and their PGIS and SIETQ. Also, there was a significant difference in the predictability of the teachers’ SIETQ by their ARP and PGIS.

کلیدواژه ها:

ELT ، adversity quotient ، personal growth initiative ، pedagogical success