Is Iranian EFL Teachers’ Professional Competence Significantly Correlated with Their Job Performance? If Yes, How Much and How?

Rezai, Afsheen; Azizi, Zeinab; Namaziandost, Ehsan

doi:10.22049/jalda.2022.27481.1368

Document Type : Research Article

Authors

¹ Assistant Professor, ِ Department of English, University of Ayatollah Ozma Borujerdi, Lorestan, Iran, https://orcid.org/0000-0001-9010-0168

² Assistant Professor, Department of English, University of Ayatollah Ozma Borujerdi, Lorestan, Iran, https://orcid.org/0000-0002-7492-1932

³ Lecturer, University of Applied Sciences and Technology, Ahvaz, Iran, & Mehrarvand Institute of Technology, Abadan, Iran https://orcid.org/0000-0002-8393-2537

https://doi.org/10.22049/jalda.2022.27481.1368

Abstract

The present study sought out to examine the relationship between Iranian EFL teachers’ professional competence and job performance quantitatively and qualitatively. To this end, a total of 330 EFL teachers, including males (n = 185) and females (n = 145) for the quantitative part, as well as a sample of 25 high school English teachers, consisting of males (n = 11) and females (n = 14) for the qualitative part were selected using a random sampling method in Khorramabad City and Borujerd City, Iran. The participants responded to an EFL Teachers’ Job performance Questionnaire, an EFL Teachers’ Professional Competence Questionnaire, and a reflective written statement. The collected data were analyzed through a Pearson correlation analysis, a multiple regression analysis, and a standard thematic coding analysis. Findings evidenced a positive correlation between the participants’ professional competence and their job performance. Additionally, the results evidenced that the participants’ job performance was mainly impacted by skills, knowledge, and attitudes factors, comprising their professional competence. The complementary qualitative findings yielded four overarching themes: “increased job effectiveness”, “improved teaching self-efficacy”, “increased teaching motivation”, and “promoted organizational acceptance”. The study concludes with offering a range of implications and avenues for further research.

Keywords

20.1001.1.28208986.2022.10.1.2.5

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

Article Title [Persian]

آیا صلاحیت حرفه ای معلمان زبان انگلیسی ایرانی با عملکرد شغلی آن ها ارتباط معنا داری دارد؟ اگر بله، چقدر و چگونه؟

Authors [Persian]

دکتر افشین رضایی ¹
دکتر زینب عزیزی ²
دکتر احسان نمازیان دوست ³

¹ استادیار گروه زبان انگلیسی، دانشگاه آیت الله عظمی بروجردی، لرستان، ایران

² استادیار گروه زبان انگلیسی، دانشگاه آیت الله عظمی بروجردی، لرستان، ایران

³ مدرس دانشگاه علمی کاربردی خوزستان، اهواز، ایران مؤسسه آموزش عالی مهراروند، آبادان، ایران

Abstract [Persian]

مطالعه حاضر قصد دارد رابطه بین صلاحیت حرفه ای معلمان زبان انگلیسی با عملکرد شغلی آن ها را به صورت کمی و کیفی در ایران بررسی کند. برای این هدف، در مجموع 330 معلم زبان انگلیسی شامل مرد (185 نفر) و زن (145 نفر) برای بخش کمی و نمونه ای متشکل از 25 معلم زبان انگلیسی شامل مرد (11 نفر) و زن ( 14 نفر) برای بخش کیفی با استفاده از روش نمونه گیری تصادفی در شهرهای خرم آباد و بروجرد انتخاب شدند. شرکت کنندگان به یک پرسشنامه عملکرد شغلی معلمان زبان انگلیسی، یک پرسشنامه شایستگی حرفه ای معلمان زبان انگلیسی و یک گزارش کتبی منعکس کننده پاسخ دادند. داده های جمع آوری شده از طریق تحلیل همبستگی پیرسون، تحلیل رگرسیون چندگانه و تحلیل کدگذاری موضوعی استاندارد مورد تجزیه و تحلیل قرار گرفتند. یافته ها نشان داد که بین شایستگی حرفه ای شرکت کنندگان و عملکرد شغلی آنها همبستگی مثبت و معناداری وجود دارد. علاوه بر این، نتایج نشان داد که عملکرد شغلی شرکت‌کنندگان عمدتاً تحت تأثیر عوامل مهارت‌ها، دانش، و نگرش‌ها است. یافته‌های کیفی چهار موضوع کلی را نشان داد: «افزایش اثربخشی شغلی»، «بهبود خودکارآمدی تدریس»، «افزایش انگیزه تدریس»، و «ارتقای پذیرش سازمانی». مطالعه با ارایه کاربردهایی و پیشنهاد هایی برای مطالعه بیشتر به پایان می رسد.

Keywords [Persian]

صلاحیت حرفه ای
عملکرد شغلی
تجزیه و تحلیل کدگذاری موضوعی
معلمان زبان انگلیسی

References

Adoniou, M., & Gallagher, M. (2017). Professional standards for teachers-what are they good for? Oxford Review of Education, 43(1), 109-126. https://doi.org/10.1080/03054985.2016.1243522

Aji, A. P., Martono, S., & Fakhruddin, F. (2019). The effect of teacher motivation in mediating commitment and professional competence on teacher’s performance of vocational school in Blora Regency. Educational Management, 8(2), 150-156. https://journal.unnes.ac.id/sju/index.php/eduman/article/view/32889

Althauser, K. (2015). Job-embedded professional development: Its impact on teacher self-efficacy and student performance. Teacher Development, 19(2), 210-225. https://doi.org/10.1080/13664530.2015.1011346

Asmarani, A., Sukarno, S., & El Widdah, M. (2021). The relationship of professional competence with teacher work productivity in Madrasah Aliyah. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 6(2), 220-235. https://doi.org/10.31538/ndh.v6i2.1365

Aziz, F., Akhtar, M., & Rauf, M. (2014). Relationship between teachers’ competencies and motivation at higher education level in Pakistan. Pakistan Annual Research Journal, 50(1), 163-174.

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. https://doi.org/10.1037/0003-066X.44.9.1175

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa

Brown, H. D. (2002). English language teaching in the. post-method era: Toward better diagnosis, treatment, and assessment. In J. C. Richards & W. A. Renandya, Methodology in language teaching: An anthology of current practice (pp. 9-18). Cambridge University Press.

Butar, N. Y. B., Bross, N., & Kanto, D. S. (2020). What drives teaching performance at school? The determinants of school teacher performance. Journal of Economics and Business, 3(4), 1624-1630. https://ssrn.com/abstract=3753211

Cai, Y., & Lin, C. (2006). Theory and practice on teacher performance evaluation. Frontiers of Education in China, 1(1), 29-39. https://doi.org/10.1007/s11516-005-0004-x

Cresswell, J. W., & Poth, Ch. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4^th ed.). SAGE Publications.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.

Davari, H., & Aghagolzadeh, F. (2015). To teach or not to teach? Still an open question for the Iranian education system. In C. Kennedy (Ed.), English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges (pp. 11-19). British Council.

Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01

Dubovicki, S., & Brust Nemet, M. (2015). Self-assessment of the social competence of teacher education students. The New Educational Review, 42, 227-238. https://doi.org/10.15804/tner.2015.42.4.19

Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers’ sense of self-efficacy and their pedagogical success in language institutes. Asian EFL Journal, 13(2), 249-272.

Gibbs, G. R. (2007). The nature of qualitative analysis. In Analyzing qualitative data (pp. 1–9). SAGE Publications.

Hatlevik, O. E. (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research, 61(5), 555-567. https://doi.org/10.1080/00313831.2016.1172501

Helterbran, V. R. (2008). The ideal professor: Student perceptions of effective instructor practices, attitudes, and skills. Education, 129(1), 125-138.

Jacob, B. A., Rockoff, J. E., Taylor, E. S., Lindy, B., & Rosen, R. (2018). Teacher applicant hiring and teacher performance: Evidence from DC public schools. Journal of Public Economics, 166, 81-97. https://doi.org/10.1016/j.jpubeco.2018.08.011

Kartal, G., & Başol Ç. H. (2019). Generic teacher competencies and the English language teacher education program in Turkey. Novitas-ROYAL (Research on Youth and Language), 13(2), 133-154.

Kartini, D., Kristiawan, M., & Fitria, H. (2020). The influence of principal’s leadership, academic supervision, and professional competence toward teachers’ performance. International Journal of Progressive Sciences and Technologies, 20(1), 156-164.

Khodamoradi, A., & Maghsoudi, M. (2020). Development and validation of the English language teacher competencies questionnaire. Journal of Language and Translation Studies (JLTS), 53(1), 195-167. DOI: 20.1001.1.22285202.1399.53.1.6.6

Kohli, A., & Deb, T. (2008). Performance management. Oxford: Oxford University Press.

Komila, M. (2019). EFL teachers’ professional competence and their effect on student education. European Journal of Research and Reflection in Educational Sciences, 7(12), 1-5.

Koster, B., & Dengerink, J. J. (2008). Professional standards for teacher educators: How to deal with complexity, ownership and function. Experiences from the Netherlands. European Journal of Teacher Education, 31(2), 135-149. https://doi.org/10.1080/02619760802000115

Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157-176. https://doi.org/10.1016/j.tate.2004.12.004

Kuhlman, N., & Knezevic, B. (2013). The TESOL guidelines for developing EFL standards. Alexandria, VA: ESOL International Association.

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820. https://doi.org/10.1037/a0032583

Li, M., Pérez-Díaz, P. A., Mao, Y., & Petrides, K. V. (2018). A multilevel model of teachers’ job performance: Understanding the effects of trait emotional intelligence, job satisfaction, and organizational trust. Frontiers in Psychology, 9, 1-13. https://doi.org/10.3389/fpsyg.2018.02420

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.

Moafian, F., & Pishghadam, R. (2009). Construct validation of a questionnaire on
characteristics of successful Iranian EFL teachers. Pazhuhesh-e Zabanha-ye Khareji, 54, 127-142. https://www.sid.ir/en/journal/ViewPaper.aspx?id=170947

Murkatik, K., Harapan, E., & Wardiah, D. (2020). The influence of professional and pedagogic competence on teacher’s performance. Journal of Social Work and Science Education, 1(1), 58-69. https://doi.org/10.52690/jswse.v1i1.10

Nabila, H. (2016, September). The influence of pedagogic competence and professional competence on the performance of teachers social studies in Trowulan district. In ICEBESS (International Conference on Ethics of Business, Economics, and Social Science) Proceeding (pp. 556-565).

Patten, K. (2000). Research report. Washington: Washington State University.

Pishghadam, R., & Zabihi. R. (2012). Life syllabus: A new research agenda in English language teaching. TESOL Arabia Perspectives, 19(1), 23-27.

Rahmatullah, M. (2016). The relationship between learning effectiveness, teacher competence and teachers performance Madrasah Tsanawiyah at Serang, Banten, Indonesia. Higher Education Studies, 6(1), 169-181. http://dx.doi.org/10.5539/hes.v6n1p169

Rahmayanti, R., Haryati, T., & Miyono, N. (2021). Impact of professional competence, motivation and work discipline on teacher performance. Economic Education Analysis Journal, 10(2), 229-239. https://doi.org/10.15294/eeaj.v10i2.46181

Riazi, A. (2005). The Four language stages in history of Iran. In A. M. Y. Lin, & P. W. Martin (Eds.), Decolonization, globalization: language in education policy and practice. Multilingual Matters.

Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics. Routledge.

Richards, J. C. (1998). Beyond training. Cambridge University Press.

Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101-122. https://doi.org/10.1177/0033688210372953

Richards, T., & Richards, L. (1995). Using hierarchical categories in qualitative data analysis. In U. Kelle (Ed.), Computer-aided qualitative data analysis: Theory, methods, and practice (pp. 80-95). SAGE Publications.

Saberi, L., & Sahragard, R. (2019). Designing and validating teachers’ professional development scale: Iranian EFL contexts in focus. International Journal of Instruction, 12(1), 1609- 1626.

Sengottuvel, A., & Aktharsha, U. S. (2015). Teacher effectiveness and professional competency in school education. International Journal of Management, 6(1), 181-190.

Soodmand Afshar, M., & Doosti, M. (2016). Investigating the impact of job
satisfaction/dissatisfaction on Iranian English teachers’ job performance. Iranian Journal of Language Teaching Research 4(1), 97-115.

Sukrapi, M., & Muljono, P. (2014). The relationship between professional competence and work motivation with the elementary school teacher performance. Asian Journal of Humanities and Social Studies, 2(5), 1-6. https://www.ajouronline.com/index.php/AJHSS/article/view/1346

Sulastri, S., Fitria, H., & Martha, A. (2020). Kompetensi Profesional Guru dalam Meningkatkan Mutu Pendidikan. Journal of Education Research, 1(3), 258-264.

Supardi. M. (2014). Teacher performance. PT Raja Grafindo Persada.

Suparlan. (2005). Manajemen Guru Efektif. Hikayat.

Syafar, A. (2014). Self-assessment of certified EFL teachers in central Sulawesi on their professional competence. Jurnal Pendidikan Humaniora, 1(3), 304-319.

Tleuzhanova, G. K., & Madenyatova, A. M. (2014). The professional competence of teachers: Which skills and knowledge contribute to a teacher's effectiveness? Education & Science Without Borders, 5(9), 146-148.

Toraby, E., & Modarresi, G. (2018). EFL teachers’ emotions and learners’ views of teachers’ pedagogical success. International Journal of Instruction, 11(2), 513-526.

Uztosun, M. S. (2018). Professional competences to teach English at primary schools in Turkey: A Delphi study. European Journal of Teacher Education, 41(4), 549-565. https://doi.org/10.1080/02619768.2018.1472569

Vázquez, V. P., Lancaster, N., & Callejas, C. B. (2020). Keys issues in developing teachers’ competences for CLIL in Andalusia: Training, mobility and coordination. The Language Learning Journal, 48(1), 81-98. https://doi.org/10.1080/09571736.2019.1642940

Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45-65). Hogrefe & Huber Publishers.

Wetipo, W., Rante, Y., Wambraw, O., & Bharanti, E. (2015). The mediating effect of job satisfaction and job motivation to influence school leadership, teacher competence and experience of teachers on performance of teachers in SMA/SMK in Jayawijaya, Indonesia. Journal of Resources Development and Management, 15, 10-16.

Woodford, K., Jackson, G., & Jane, B. (Eds.). (2003). Cambridge advanced learner's dictionary. Cambridge University Press.

Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Is Iranian EFL Teachers’ Professional Competence Significantly Correlated with Their Job Performance? If Yes, How Much and How?

References

References

Volume 10, Issue 1
April 2022
Pages 13-34

Is Iranian EFL Teachers’ Professional Competence Significantly Correlated with Their Job Performance? If Yes, How Much and How?

References

References

Volume 10, Issue 1April 2022Pages 13-34

Volume 10, Issue 1
April 2022
Pages 13-34