The Relationship between Iranian EFL Teachers’ Perceived Pedagogical Competence and Their Junior High School Students’ Test Performance

As teachers’ pedagogical competence plays an important role in English teaching and learning, this study seeks to examine the relationship between Iranian EFL English teachers’ perception of their pedagogical competence and their students’ academic achievement test results. To do so, ۳۰ English teachers (۱۵ males and ۱۵ females) were selected, and a self-report questionnaire containing ۵۳ items was administered to them in order to assess their perceptions of pedagogical competence. Additionally, ۷۴۴ junior high school students (۳۷۹ males and ۳۶۵ females) in the ۹th grade were selected from different high schools in the Iranian city of Kazerun. The students’ academic achievements were assessed with the standardized test scores retrieved from their school records in their final English exam. The results of Spearman’s correlation coefficient indicated no significant correlation between Iranian EFL English teachers’ perception of their pedagogical competence and their students’ academic achievement test results. One implication of this study is that enhancing teachers’ pedagogical competence alone may not be sufficient to improve students’ academic achievement, suggesting the need for a more holistic approach that considers other factors such as student motivation, learning environment, and instructional materials.

کلیدواژه ها:

Academic achievement ، EFL teachers ، Pedagogical competences ، Junior high school students