The Relationship between EFL Teachers’ Transactional Distance, Neurolinguistic Programming, and their Self-Efficacy

The concept of self-efficacy is considered very important in teaching and importance of both students self-efficacy and teachers self-efficacy is undeniable. Studies have shown how teachers with low self-efficacy fail in motivating the students. Studies have shown that teachers with lower self-efficacy are also less persistent towards enhancing student’s learning process. Thus, teachers self-efficacy is an important factor in developing the quality of teaching in the field of language teaching. In an attempt to better understand how teachers’ self-efficacy is related to other factors, its relationship with transactional distance (TD) and neurolinguistics programming (NLP) was investigated in the current study. Moreover, how neurolinguistic programming (NLP) and transactional distance (TD) predict self-efficacy was also examined. The participants of this study were one hundred and sixty EFL teachers ranging between 23 to 34 years old. The data of the study were collected by Teachers’ Transactional Distance Scale (TTDS), NeuroLinguistic Programming Questionnaire (NLPQ), and Teachers sense of Efficacy Scale (TSES). The results of Pearson correlation indicated that transactional distance and self-efficacy had a correlation of 0.46. Both of these correlations were positive and significant. With respect to the prediction power of neurolinguistic programing and transactional distance in explaining the variance in self-efficacy, regression analysis revealed that both neurolinguistic programming and transactional distance made significant and unique contribution to self-selfefficacy. The results of the study were discussed based in previous findings and empiricalstudies. In the end the implications for language learning were presented.

کلیدواژه ها:

Teachers’ self-efficacy ، Neurolinguistic programming ، Transactional Distance ، Regression analysis