بررسی رابطة بین خودکارآمدی معلم و اضطراب در مهارت تکلم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه آموزش زبان انگلیسی، دانشگاه محقق اردبیلی

2 دانشیار گروه آموزش زبان انگلیسی، دانشگاه محقق اردبیلی

3 کارشناسی ارشد آموزش زبان انگلیسی، دانشگاه محقق اردبیلی

10.22098/jsp.2020.944

چکیده

پژوهش حاضر با هدف بررسی رابطة بین خودکارآمدی و اضطراب تکلم در معلمان زبان انگلیسی ایرانی انجام شد. علاوه بر این، مدرسان زبان ایرانی را از نظر دو متغیر خودکارآمدی و اضطراب تکلم در مدارس و مؤسسات بررسی کرد. این پژوهش از نوع کاربردی و از لحاظ روش، توصیفی و همبستگی بوده است. جامعه آماری این پژوهش را کلیة معلمان زبان انگلیسی مدارس و مؤسسات استان های تهران، گیلان و اردبیل تشکیل دادند. نمونه آماری 109 نفر بودند که با روش نمونه گیری در دسترس انتخاب شدند. برای گردآوری داده­ها در این پژوهش از پرسشنامه­های مقیاس خودکارآمدی معلم و مقیاس اضطراب تکلم استفاده شد. تحلیل داده­ها با استفاده از آزمون همبستگی پیرسون و آزمون تحلیل واریانس یک طرفه در نرم افزار SPSS انجام شد. نتایج نشان داد که بین باور خودکارآمدی معلم با اضطراب تکلم رابطة معنادار معکوس وجود داشت. همچنین بین معلمان زبان انگلیسی مشغول به تحصیل در مؤسسات و مدارس، معلمان مؤسسات خودکارآمدی بالاتر و اضطراب تکلم کمتری داشتند.

کلیدواژه‌ها

عنوان مقاله [English]

On the relationship between teachers’ self-efficacy and their speaking anxiety

نویسندگان [English]

  • V Mohammadi 1
  • R Abdi 2
  • S Rezaei 3
1 Assistant Professor of English Language Teaching, University of Mohaghegh Ardabil
2 Associate Professor of English Language Teaching, University of Mohaghegh Ardabili
3 M.A. in English Language Teaching, University of Mohaghegh Ardabili
چکیده [English]

The principal aim of this study was to examine the possible relationship between Iranian EFL teachers’ self-efficacy beliefs and their level of anxiety in speaking English. It also investigated whether there is any significant difference between teachers in schools and those in language institutes in terms of their level of self-efficacy and anxiety in speaking English. The participants of the research consisted of 109 male and female Iranian teacher candidates teaching in different language institutes and public schools in provinces of Tehran, Gilan, and Ardabil. The Teacher Self-efficacy Scale and the Public Speaking Anxiety Scale were used in this research as the data collection instruments. The SPSS software was used for data analysis. The data were analyzed through Pearson correlation to examine the relationship between teachers’ self-efficacy beliefs and their attitudes toward their speaking anxiety. A one-way ANOVA was also run to compare teachers’ self-efficacy and speaking anxiety with their teaching affiliation. The findings revealed that as teachers’ self-efficacy increased, their speaking anxiety decreased. Furthermore, the results revealed that teachers in language institutes had higher self-efficacy and lower speaking anxiety than teachers in schools.

کلیدواژه‌ها [English]

  • Self-efficacy
  • EFL teachers
  • teachers’ sense of efficacy
  • speaking anxiety

مراجع

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روان شناسی مدرسه و آموزشگاه
دوره 9، شماره 2
تیر 1399
صفحه 123-132

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