Document Type : Research Articles

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

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

Main Subjects

Article Title [فارسی]

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

Authors [فارسی]

  • 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 [فارسی]

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 [فارسی]

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