An Exploration of EFL Teachers' Attributions

Autor/inn/en	Ghonsooly, Behzad; Ghanizadeh, Afsaneh; Ghazanfari, Mohammad; Ghabanchi, Zargham
Titel	An Exploration of EFL Teachers' Attributions
Quelle	In: European Journal of Teacher Education, 38 (2015) 3, S.378-391 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2014.921155
Schlagwörter	Foreign Countries; English (Second Language); Teacher Attitudes; English Teachers; Age Differences; Teaching Experience; Gender Differences; Educational Attainment; Teacher Competencies; Supervision; Student Behavior; Student Motivation; Teacher Motivation; Second Language Instruction; Rating Scales; Success; Failure; Measures (Individuals); Teacher Surveys; Iran; Iran (Tehran) + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Lehrkunst; Student behaviour; Schülerverhalten; Schulische Motivation; Fremdsprachenunterricht; Rating-Skala; Erfolg; Messdaten
Abstract	The present study investigated English as a foreign language (EFL) teachers' attributions of success and failure. It also set out to investigate whether these attributions vary by teachers' age, teaching experience, gender and educational level. To do so, 200 EFL teachers were selected according to convenience sampling among EFL teachers teaching English in Language Institutes in Mashhad and Tehran, two cities in Iran. The participants completed the "language teacher attribution scale" measuring four attributions: "teaching competency" (TC), "teacher effort" (TE), "student effort" (SE) and "institution supervision" (IS). The present study yielded mixed results regarding English language teachers' attributions of success and failure events. It was also found that these attributions vary by their age, teaching experience and educational level, but not by gender. The discussion and implications of the research are further presented with reference to the earlier findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01