Scrutinizing the Professional Agency of EFL Teachers: Identifying the Contributors and Manifestations

Autor/inn/en	Royaei, Nahid; Ghonsooly, Behzad; Ghapanchi, Zargham; Ahanchian, Mohammad Reza
Titel	Scrutinizing the Professional Agency of EFL Teachers: Identifying the Contributors and Manifestations
Quelle	In: MEXTESOL Journal, 47 (2023) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Professional Autonomy; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Classification; High School Teachers; Foreign Countries; Teacher Attitudes; Principals; Trust (Psychology); Teacher Administrator Relationship; Preservice Teacher Education; Pedagogical Content Knowledge; Teacher Student Relationship; Teacher Motivation; Iran + Suchen Sie Ihr Suchwort? Berufsfreiheit; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Classification system; Klassifikation; Klassifikationssystem; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerverhalten; Principal; Schulleiter; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In today's educational system, teachers are highly accountable for implementing policy-driven changes in student learning and the development of the quality of educational institutions. The present study aimed to expand this research area by investigating the contributors as well as the manifestations of teachers' professional agency. To this aim, first, ten EFL teachers were selected based on convenience sampling from ten high schools from Mashhad, Iran. Data were collected through semi-structured interviews. The researchers recorded, transcribed, and analyzed interview data. Regarding the contributors to EFL teachers' professional agency, the participants' responses were classified into three main groups, including authority-related factors, teacher-related factors, and learner-related factors; each group is composed of two or more sub-factors. Concerning authority-related factors, the participants' responses indicated that the principal's trust and support played important roles in extending the teachers' professional agency. Respecting teacher-related factors, teachers' experience of pre-service education in line with their professional competencies and motivational attributes (motivation, goal orientation) were found significant in constructing professional agency. Regarding learner-related factors, learners' willingness toward teachers' innovative activities was highlighted in shaping teachers' professional agency. Moreover, the results proved that professional agency was manifested mainly at three levels, namely curriculum designing, school level, and classroom level. Finally, implications were provided in the realm of teacher education and teacher practitioners. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01