Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context

Namaziandost, Ehsan; Heydarnejad, Tahereh; Rezai, Afsheen

doi:10.22049/jalda.2024.28775.1568

Document Type : Research Article

Authors

¹ PhD in Applied Linguistics (TEFL); 1) Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran 2) Department of English Language Teaching, Ahvaz Branch, Islamic. Azad University, Ahvaz, Iran

² PhD in Applied Linguistics, 1) Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran 2) Department of General Courses, Gonabad University of Medical Sciences, Gonabad, Iran

³ PhD in Applied Linguistics, Department of Teaching English and Linguistics, Faculty of Literature and Humanities, University of Ayatollah Ozma Borujerdi, Borujerd City, Iran

https://doi.org/10.22049/jalda.2024.28775.1568

Abstract

The mental health of teachers is an important issue in education. However, few studies have examined how self-efficacy (S-E), emotion regulation (ER), reflective teaching (RT), and mindfulness in teaching (MT) affect teachers' teaching style (TS). This study aimed to explore the correlation between S-E, ER, RT, and MT with TS in EFL teachers in Iran. The Teaching Style Inventory (TSI), the Teacher Sense of Efficacy Scale (TSES), the Language Teacher Emotion Regulation Inventory (LTERI), the English Language Teacher Reflective Inventory (ELTRI), and the Mindfulness in Teaching Scale (MTS) were used to measure S-E, ER, RT, MT, and TS. The results showed that S-E, ER, RT, and MT were positively correlated with TS. The findings indicated that EFL teachers who had high S-E, high ER skills, high RT practices, and high MT awareness were able to use more effective TS strategies to facilitate students' learning. The study suggests that enhancing S-E, ER skills, RT practices, and MT awareness among EFL teachers can improve their TS preferences and outcomes. The study also provides some pedagogical implications for relevant stakeholders and opens up new avenues for further research.

Keywords

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

Article Title [Persian]

ترجیحات سبک تدریس به عنوان تابعی از خودکارآمدی، تنظیم هیجان، آموزش انعکاسی، و ذهن -آگاهی در تدریس: نگاهی به یک محیط آموزش زبان انگلیسی

Authors [Persian]

دکتر احسان نمازیان دوست ¹
دکتر طاهره حیدرنژاد ²
دکتر افشین رضایی ³

¹ دکتری زبانشناسی کاربردی (TEFL)؛ 1) گروه دروس عمومی، دانشگاه علوم پزشکی جندی شاپور اهواز، اهواز، ایران 2) گروه آموزش زبان انگلیسی، واحد اهواز، اسلامی. دانشگاه آزاد، اهواز، ایران

² دکتری زبانشناسی کاربردی، 1) گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گناباد، گناباد، ایران. 2) گروه دروس عمومی، دانشگاه علوم پزشکی گناباد، گناباد، ایران

³ دکتری آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی و زبانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه آیت الله بروجردی، بروجرد، ایران

Abstract [Persian]

سلامت روان مربیان به یک موضوع بسیار مهم برای مطالعه تبدیل شده است. با این حال، به تأثیر خودکارآمدی (S-E)، تنظیم هیجان(ER)، آموزش بازتابی (RT) و ذهنآگاهی در تدریس (MT) به عنوان میانجی ترجیحات سبک تدریس معلم (TS) توجه کافی نشده است. برای پر کردن این دانش، این مطالعه مدلی را پیشنهاد می‌کند که تعامل بین S-E، ER، RT و MT را نشان می‌دهد. پرسشنامه سبک تدریس (TSI)، مقیاس حس اثربخشی معلم (TSES)، پرسشنامه تنظیم هیجان معلم زبان(LTERI)، پرسشنامه بازتابی معلم زبان انگلیسی (LTRI) و مقیاس ذهنآگاهی در تدریس (MTS) به 492 معلم زبان انگلیسی برای جمع آوری داده های مرتبط بر اساس نتایج تحلیل عاملی تأییدی (CFA) و مدل‌سازی معادلات ساختاری(SEM)، معلمان زبان انگلیسی که به سبک‌های تدریس دانش‌آموز محور علاقه داشتند، غلظت بالایی ازS-E، ER، RT و MT را نشان دادند. در مقابل، معلمان زبان انگلیسی که از روش‌های آموزشی استفاده می‌کردند که بر معلم متمرکز بود، قادر به مدیریت مؤثرS-E، ER، RT و MT خود نبودند. برای افزایش درک همبستگی بین تعاملاتS-E، ER، RT، MT و TS، و همچنین پتانسیل برای به دست آوردن نتایج آموزشی مثبت برای زبان آموزانEFL، این مطالعه با ارائه مفاهیم و جهت گیری های آینده برای سهامداران مربوط به پایان می رسد.

Keywords [Persian]

خودکارآمدی
تنظیم هیجان
آموزش تأملی
ذهن‌آگاهی در تدریس
سبک تدریس
معلمان زبان انگلیسی

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context

References

References

Articles in Press, Accepted Manuscript
Available Online from 16 April 2024

Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context

References

References

Articles in Press, Accepted Manuscript Available Online from 16 April 2024

Articles in Press, Accepted Manuscript
Available Online from 16 April 2024