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The Effect of Teacher’s Awareness of Action Research on Iranian EFL Teachers’ Self-Efficacy

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Thesis Submitted to

 MA in TEFL

The Effect of Teacher’s Awareness of Action Research on Iranian EFL Teachers’ Self-Efficacy

 

In spite of the significance of action research in teacher education, there is a limited number of research studies worked on the influence of action research on teachers’ self-efficacy. The present study carried out by the researcher in order to investigate the effect of awareness of action research on teachers’ self-efficacy. The study was conducted in a pretest – posttest repeated measure design. The researcher used Teacher Sense of Efficacy Scale. The researcher selected two groups of EFL teachers (control and experimental group) teaching in Hafez Language Institute in Mashhad. In this case, the Teacher Sense of Efficacy scales (TSES) were distributed to 32 teachers to fill out at the beginning of the study. Pre-test self-efficacy showed no big difference between the two groups. This study took advantage of a treatment course of 10 sessions of training action research. The instruments of the present study included Teacher Self-Efficacy Scale and the interview. Finally, the self-efficacy scores of two groups were compared. The results indicated that the efficacy scores of experimental group were higher than that of control group. In other words, participation and awareness of action research had a significant influence on teachers’ self-efficacy.

 

 

TABLE OF CONTENTS

Introduction.. 2

1.1 Overview.. 3

1.2 Background and purpose. 4

1.3 Statement of the problem.. 8

1.4 Significance of the study. 10

1.5 Research Question. 12

1.6 Null Hypothesis. 12

1.7 Definition of key terms. 12

1.8 Limitations and Delimitations of the study. 13

Review of Literature.. 16

2.1 Overview.. 17

2.2 Teacher Education. 17

2.3 The Growth of Action Research in Teacher Education. 18

2.4 Professional Development Models. 19

2.5 Classroom Research.. 21

2.6 Action Research.. 21

2.6.1 Defining Action Research. 22

2.6.2 Background and Development of Action Research. 23

2.6.3 The Benefits of Action Research. 24

2.6.4 Reflection in Teacher Action Research. 25

2.6.5 Action Research Procedures. 27

2.6.6 Action Research Models. 29

2.6.7 Features of Action Research. 35

2.7 Teacher Beliefs. 37

2.8 Teachers’ Self-Efficacy. 37

2.8.1 Defining Teachers’ Self-Efficacy. 38

2.8.2 Background and Development of Teachers’ Self-Efficacy. 39

2.8.3 Research on Teachers’ Self-Efficacy. 41

2.8.4 Measurement of Teachers’ Self-Efficacy. 45

2.8.5 History of Teachers’ Self-Efficacy Instruments. 45

2.8.6 Teacher Sense of Efficacy Scale. 47

Methodology.. 48

3.1 Overview.. 49

3.2. Participants and setting.. 49

3.3. Instrumentation. 50

3.3.1 Self Efficacy scale. 51

3.3.2 Interview.. 51

3.4 Materials for the Study. 52

3.5 Procedure. 53

3.6 Data Analysis. 57

Results and Data Analysis. 59

  1. 1 Overview.. 60

4.2 Checking the Reliability. 62

  1. 3 Test of Homogeneity. 63

  2. 4 Null Hypothesis. 66

Discussion and conclusion.. 68

5.1 Overview.. 69

5.2 Re-statement of the Problem.. 69

5.3 Restatement of the Hypothesis. 70

5.4 Discussion. 70

5.5 Conclusion. 79

5.6 Pedagogical Implications. 81

5.7 Suggestions for Further Research.. 82

References. 84

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LIST F TABLES

 

Table 4. 1 Descriptive Statistics of Reliability of the Self Efficacy Scale. 63

Table 4. 2 Cronbach Alpha’s Measure of Self Efficacy Scale. 61

Table 4. 3 Descriptive Statistics of Experimental and Control Groups in Pretest 62

Table 4. 4 The Result of Independent Sample T-test of Homogeneity. 65

Table 4. 5 Descriptive Statistics of Experimental and Control Groups in Post-Test 66

Table 4. 6 The Result of Independent Sample T-test for the Impact of Action Research Awareness on Teachers’ Power of Self Efficacy. 64

LIST OF FIGURES

Figure 2. 1 Kemmis and McTaggart’s spiral model (1988) 31

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