On the Relationship between Iranian EFL Teachers’ Self-efficacy Beliefs and Their Teaching Styles

Farrokhlagha Heidari, Esmaeel Nourmohammadi, Hossein Nowrouzi


Teachers are one of the most influential elements for the success of any educational system. This study investigates the relationship between two key personality factors of teachers, namely self-efficacy and teaching styles in an Iranian EFL context. For this purpose, 102 EFL teachers were selected according to available sampling from different high schools in Mashhad and Zahedan – large cities in the Northeast of Iran. The research data were collected through the Teachers’ Sense of Efficacy Scale and Teaching Styles Inventory. Analysis of the data revealed a significant relationship between teachers’ self-efficacy and their teaching styles. Also, findings indicated a significant difference in teachers’ self-efficacy with regard to their teaching styles. On the one hand, high self-efficacy was joined to some teaching styles (delegator and personal model) and on the other, low self-efficacy was connected with some other teaching styles (expert and formal authority). The results of the present study have implications for teacher education programs.

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DOI: https://doi.org/10.5296/ijl.v4i3.2089

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