Author/Authors :
Motallebzadeh، Khalil نويسنده Department of English, Torbat-e-Heydareih Branch, Islamic Azad University, Torbat-e-Heydareih, Iran. Motallebzadeh, Khalil , Ashraf، Hamid نويسنده English Department, Islamic Azad University, Torbat-e Heydarieh Branch, Iran , , Mohammadzadeh، Tayebeh نويسنده Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Iran ,
Abstract :
The drive to learn English among students to compete in a global society demands efforts of schools’ supervisors for betterment of teachers’ performance within the classroom which is supposedly in connection with their own attitude toward them. Bandura (1997) proposes that undertaking innovating contexts suitable for improvement of rational abilities is strongly based on the aptitude and self-efficacy of teachers. Teachers’ beliefs on their perceived efficacy affect their dedication to the school and how they confront the hindrance of their job. The current study has been conducted to identify degree of self-efficacy of Iranian English teachers in general; and uncover the impact of various techniques supervisor employ to provide teachers with feedback, in particular. Additionally, the study had the purpose of obtaining interference of some characteristics of teachers with the way they perceive feedback from supervisor. The required data for the study were collected applying a researcher-made Likert-scale questionnaire consisted of 30 items. The participants were 30 male of female teachers of varying experiences and university degrees belonged to different age groups. The obtained data were analyzed through SPSS software (version 16). The numerical results proved teachers’ sense of efficacy was influenced significantly by feedback-giving techniques applied by supervisor and the change was positive. Moreover, interference of variables of gender, age, experience and level of qualifications with sense of efficacy among teachers was noticed.
