The Relationship between Reflectivity in Teaching and the Sense of Self- Efficacy among ovice and Experienced Iranian EFL Teachers

This study intended to investigate the relationship between Iranian EFL teachers’ reflectivity in teaching and their sense of self-efficacy. Furthermore, the mediating role of teaching experience was taken into account. For the purpose of the study, two questionnaires including a Persian version of reflective teaching questionnaire (Ghadampour, Moradian, & Shokri, 2014) and the long form of teachers’ sense of self-efficacy scale or TSES (Tschannen-Moran & Woolfolk Hoy, 2001) were administrated to both novice and experienced EFL teachers at private language institutes in Khorramabad, Lorestan Province in Iran. The analysis of data through the Pearson Product-Moment correlation signified a statistical relationship between reflective teaching and self-efficacy among Iranian EFL teachers. The results of the further analysis of data demonstrated that the relationship between Iranian EFL teachers’ reflectivity in teaching and their sense of self-efficacy was statistically significant among experienced EFL teachers. In other words, novice EFL teachers under study were less reflective and bore less self-efficacy in their act of teaching in the classroom. The findings of this study imply that EFL teachers should be aware of the positive effects of reflectivity and self-efficacy and do their best to teach as reflectively and efficaciously as possible.

کلیدواژه ها:

Reflectivity in teaching ، Self-efficacy ، Novice and experienced teachers