Choice Theory-based Instruction and Clinical Supervision in Action: Boosting EFL Teachers’ Self-Efficacy

The present study sought to investigate the effect of implementing choice theory-based instruction and clinical supervision on EFL teachers’ self-efficacy. Accordingly, a total of ۳۰ Iranian EFL teachers were selected through nonrandom convenience sampling based on their willingness to participate in the study. At the outset, they responded to the Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (۲۰۰۱) as the pretest and thence divided randomly into two groups of ۱۵: one group underwent a choice theory-based instruction course while the other participated in a clinical supervision program. Once the two programs were completed, both groups sat for the TSES again this time as the posttest. An analysis of covariance (ANCOVA) was conducted in this pretest-posttest study, thus revealing a significant difference between these two instructions with clinical supervision bearing a significantly higher impact on EFL teachers’ self-efficacy. This study may provide useful insights into the possible impact of implementing such a treatment in teacher education which are discussed in the paper.

کلیدواژه ها:

choice theory ، clinical supervision ، ELT ، teacher self-efficacy ، teacher performance