Probing EFL Teachers' Perceptions of Learners' Success Factors and its Contribution to Their Goal-Orientations and Organ
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Probing EFL Teachers’ Perceptions of Learners’ Success Factors and its Contribution to Their Goal‑Orientations and Organizational Commitment Nahid Royaei1 · Zargham Ghapanchi1 · Afsaneh Ghanizadeh2 Received: 2 November 2019 / Accepted: 20 April 2020 © Springer Nature B.V. 2020
Abstract The present study explored the contribution of English as a foreign language (EFL) teachers’ perceptions of their learners’ achievement to their goal-orientations. It also examined the relationship between their goal-orientations and organizational commitment via correlational analysis. The third aim of this study was to investigate the determinants of EFL learners’ success/failures based on EFL teachers’ viewpoint via semi-structured interviews. To achieve these objectives, 90 English as a foreign language (EFL) teachers from different foreign language institutes of Mashhad, Iran took part in this study. They were asked to complete three questionnaires: ‘Perceptions of teacher, student, and family factors influencing student performance’, ’Organizational Commitment Questionnaire’ (OCQ), Achievement goals for teaching. Findings via correlation analysis indicated that mastery goal orientations had a positive relationship with teachers’ organizational commitment. In addition, among teachers’ perceptions of their learners’ achievement, findings indicated that studentrelated factors had a high correlation with mastery goal-orientations. Moreover, results from interview proved that EFL teachers perceived teacher-related factors as the main cause of learners’ success or failures. Findings are discussed with respect to their implications for both theory and teacher education. Keywords EFL teachers · Goal-orientations · Organizational commitment · Teacher perceptions
* Afsaneh Ghanizadeh [email protected] Nahid Royaei [email protected] Zargham Ghapanchi [email protected] 1
English Department, Ferdowsi University of Mashhad, Mashhad, Iran
2
Imam Reza International University, Mashhad, Iran
13
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N. Royaei et al.
Introduction The issue of teacher commitment has received much attention all over the world due to its influential role in educational domain. In this vein, educational scholars identified and classified the predictors of commitment into three categorizations: personal, organizational, and contextual factors (Meyer and Allen 1991; Price 2012). Related to each of these classifications, various variables including personal factors, efficacy and psychic reward, organizational factors, the environment of the institute, and contextual predictors, and teaching experience have been investigated (Chan et al. 2008). Teacher commitment has been proved to be an important predictor of the quality of education (Tsui and Cheng 1999). Conducting research on teacher commitment in various perspectives is fruitful since teachers have a strong bond with their profession, co-workers, learners, and schools (Park 2005). Teachers’ goals have been proved to be influential in teachers’ commitment and are one
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