The Effects of Age, Gender, and Experience on Grit, Anxiety, and Commitment of Kurdish EFL Secondary School Teachers
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Bahroz Mawlood
1
,
Jaleh Hassaskhah
2
,
Hezha Abdallah
3
1 - Faculty of Literature and Humanities University of Guilan Rasht, Iran
2 - Faculty of Literature and Humanities University of Guilan Rasht, Iran
3 - Department of English Language and Literature Faculty of Literature and Humanities University of Guilan Rasht, Iran
الکلمات المفتاحية: anxiety, commitment, demographic variables, grit, Kurdish EFL secondary school teachers ,
ملخص المقالة :
This mixed methods study examined the effects of three demographic variables, namely, grit, anxiety, and commitment, on Kurdish EFL teachers in Sulaimani Province secondary schools. To this end, using snowball purposive sampling, 73 Kurdish EFL secondary school teachers, 42 male and 31 female, aged between 22 and 50 with an experience range between 1 to 28 years, participated in the study and completed the questionnaire. Expanding the quantitative results, interviews with 10 participants were conducted to further the information and support the quantitative results. Descriptive statistics were utilized to analyze the quantitative data, specifically, the one-way analysis of variance (ANOVA), independent sample t-test, and Pearson’s correlation. A thematic analysis was conducted for the collected interview data. The quantitative findings indicated that age, gender, and experience significantly affected Kurdish EFL secondary school teachers’ grit, anxiety, and commitment. Results of the qualitative data revealed that Kurdish EFL secondary school teachers consistently pursue their educational goals and show unwavering persistence in the face of challenges. They also handle their anxiety by compartmentalizing personal issues and controlling their impulses to maintain a positive teaching environment, reflecting their understanding of the importance of teaching and their interest in developing their students. Lastly, Kurdish EFL secondary school teachers exhibit high levels of commitment to both the educational community and institutional standards, even when challenges appear. The results of this study are beneficial for policymakers, English language teachers, and also EFL learners.
Abul Raheem, A.J. M. (2009). The level of commitment and its relation to Students’ Achievement as perceived by English Language teachers in Public Schools in Tulkarm District. Nablus: An-Najah National University.
Adabi, Y., & Ghafournia, N. (2020). The relationship among anxiety, motivation, and burnout: A study of Iranian EFL teachers. International Journal of Research in English Education, 5(4), 61-79. 10.29252/ijree.5.4.61
Agustiana, V. (2014). Pre-service teachers’ anxiety during teaching practicum. English Review: Journal of English Education, 2(2), 174-182.
Alzoraiki, M., Ahmad, A. R., Ateeq, A.A., Naji, G.M.A., Almaamari, Q., & Beshr, B.A.H. (2023). Impact of teachers’ commitment to the relationship between transformational leadership and sustainable teaching performance. Sustainability, 15(5), 1-16. https:// doi.org/10.3390/su15054620
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2019). Introduction to research in education (10th edition. Student). Cengage.
Aslrasouli, M., & Vahid, M., SP. (2014). An investigation of teaching anxiety among novice and experienced Iranian EFL teachers across gender. Social and Behavioral Sciences, 98, 304-313. https://doi.org/10.1016/j.sbspro.2014.03.421
Aydin, A., Sarier, Y., & Uysal, S. (2011). The effect of gender on organization commitment of teachers: A meta-analytic analysis. Educational Sciences: Theory and Practice, 11(2), 628-632.
Aydın, S. (2021). A systematic review of research on teaching anxiety. International Online Journal of Education and Teaching, 8(2), 730-761.
Aydın, S., & Uştuk, Ö. (2020). A descriptive study on foreign language teaching anxiety. International Online Journal of Education and Teaching, 7(3), 860-876. https://iojet.org/index.php/IOJET/article/view/846
Bhaker, S. K., & Sharma, T. (2020). Factors affecting commitment level of teachers: An empirical research. Recent Trends in Decision Sciences and Their Implications for Business.
Bibiso, A., Olango, M., & Bibiso, M. (2017). The relationship between teachers’ commitment and female students’ academic achievements in some selected secondary school in Wolaita zone, southern Ethiopia. Journal of Education and Practice, 8(4), Retrieved from https://files.eric.ed.gov/fulltext/EJ1132934. pdf.
Cannon, Y. H. O. (2022). Pre-service Teachers’ Perceptions of Self-Efficacy: From Theory to Practice (Doctoral dissertation, The University of North Dakota). https://commons.und.edu/theses/4328
Celep, C. (2000). Teachers‟ organizational commitment in educational organizations. National Forum of Teacher Education Journal, l0(3), 1999-2000. ERIC NO: ED452179.
Christensen, R., & Knezek, G. (2014). Comparative measures of grit, tenacity and perseverance. International Journal of Learning, Teaching and Educational Research, 8(1), 16-30.
Cimili-Gök, E. B., & Özçetin, S. (2021). The effect of school culture on teachers’ organizational commitment. Journal of Educational Leadership and Policy Studies, 1, 1–20. https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJI308498&site-ehost-live&custid-s8501869
Coleman, N. (2019). An Examination of the Correlation Between Grit and the Expressed Symptoms of Depression and Anxiety. Ph.D. Dissertation. The Chicago School of Professional Psychology. Advisor(s) Parekh, Bina. Order Number: AAI27999110.
Costello, E., Huhn, K., Healey, W. E., Johnson Hilliard, M., Plack, M. M., & Maring, J. (2022). Exploration of Grit, Self-Reflection and Insight, and Anxiety: A Multisite Study of Doctor of Physical Therapy Students. Journal of Physical Therapy Education, 36(3), 196-204. https://doi.org/10.1097/JTE.0000000000000246
Datu, J. (2021). Beyond passion and perseverance: review and future research initiatives on the science of grit. Frontiers in Psychology, 11, 10.3389/fpsyg.2020.545526
Duckworth, A. (2016). Grit: the power of passion and perseverance. First Scribner hardcover edition. New York, NY, Scribner.
Duckworth, A. L. & Patrick D. Quinn, P. D. (2009). Development and validation of the short grit scale (Grit–S). Journal of Personality Assessment, 91(2), 166-174. http://dx.doi.org/10.1080/00223890802634290
Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate practice spells success: why grittier competitors triumph at the national spelling bee. Sage Open, 2(2), 174-181. 10.1177/1948550610385872
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, A., Quinn, P. & Seligman, M. (2009). Positive Predictors of Teacher Effectiveness. The Journal of Positive Psychology. 4. 540-547. 10.1080/17439760903157232
Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: predicting retention in the military, the workplace, school and marriage. Frontiers in psychology, 5(36), https://doi.org/10.3389/fpsyg.2014.00036
Faravani, A. (2022). Making sense of the linkage among Iranian English language teachers’ grit level, self-efficacy, and their continuing professional development. Asian Journal of Contemporary Education, 6(1), 81-92. 10.55493/5052.v6i1.4511
Fathi, J., Mohammaddokht, F., & Nourzadeh, S. (2021). Grit and foreign language anxiety as predictors of willingness to communicate in the context of foreign language learning: a structural equation modeling approach. Issues in Language Teaching, 10(2), 1-30. https://doi.org/10.22054/ilt.2021.63362.627
Fazlali, F. (2022). Professionalism and commitment among Iranian EFL teachers: do educational context and gender make a difference?. Journal of Foreign Language Teaching and Translation Studies, 7(4), 37-58. 10.22034/efl.2022.362444.1198
Ganjal, R., Ashraf, H., & Motallebzadeh, K. (2019). Developing and validating EFL instructors’ professional commitment questionnaire through PLS-SEM. Iranian Journal of Applied Language Studies, 11(2), 81-114. 10.22111/ijals.2019.5447
Gannoun, H., & Deris, F. D. (2023). Teaching anxiety in foreign language classroom: a review of literature. Arab World English Journal, 14 (1), 379-393. https://dx.doi.org/10.24093/awej/vol14no1.24
Gannoun, H., Kunt, N., & Deris, F., D. (2023). Investigating anxiety about teaching a foreign language among EFL teachers pursuing their postgraduate studies. Issues in Language Studies, 12(1), 39-54. 10.33736/ils.5101.2023
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258-297. http://www.tandfonline.com/doi/full/10.1080/13803611.2015.1018278
Hodge, B., Wright, B., & Bennett, P. (2018). The role of grit in determining engagement and academic outcomes for university students. Research in Higher Education. 59. 10.1007/s11162-017-9474-y
Ibrahim, A., & Aljneibi, F. (2022). The influence of personal and work-related factors on teachers’ commitment during educational change: A study on UAE public schools. Heliyon, 8(11), https://doi.org/10.1016/j.heliyon.2022.e11333
In, J. (2017). Introduction of a pilot study. Korean Journal of Anesthesiology, 70(6): 601-605. https://doi.org/10.4097/kjae.2017.70.6.601
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. 10.3102/0034654311403323
İpek, H. (2006). Foreign language teaching anxiety (Unpublished PhD Dissertation). Anadolu University, Turkey.
Irhamna, V., & Fithriani, R. (2023). An investigation of EFL novice teachers causes of teaching anxiety and their coping strategies. Anglophile Journal, 3(1), 36-48. http://dx.doi.org/10.51278/anglophile.v3i1.613
İskender, Y. C., & Savaşçı, M. (2023). Foreign language teaching anxiety of turkish efl teachers. Kastamonu Education Journal, 31(3), 464-483. 10.24106/KEFDERGİ-2023-0019
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260
Izzati, U. A., Nurchayati, Lolita, Y., & Mulayana, O. P. (2022). Professional commitment in terms of gender and tenure of vocational high school teachers. International Journal of Recent Educational Research, 3(2), 135-146. https://doi.org/10.46245/ijorer.v3i2.193
Jibril, N., B., Dukku, M., K., & Maikamba, A., M. (2022). Relationship between grit and gender on academic achievement of undergraduate students in Gombe state university. Lapai International Journal of Administration, 4(2), 16-27.
Kumar, D. & Deo, J. M. (2011). Stress and work life of college teachers. Journal of the Indian Academy of Applied Psychology, 37, 78-85.
Kumar, S., & Rathee, R. (2019). Gender differentiates the account of grit: an empirical study. Research Review Journals, 4(5), 877-879. https://iq.hse.ru/en/news/196842117.html
Lahane, J., & Oxx, S. (2022, June 3). When grit becomes problematic. The Newport Daily News. https://www.newportri.com/story/news/columns/2022/06/03/when-grit-becomes-problematic-newport-mental-health-peace-of-mind/7483279001
Li, L. & Zhu, J. (2020). Peer victimization and problematic internet game use among Chinese adolescents: A moderated mediation model of school engagement and grit. Current Psychology 41(4), 10.1007/s12144-020-00718-z
Li, Q., Xie, Z., & Zeng, G. (2023). The influence of teaching practicum on foreign language teaching anxiety among pre-service EFL teachers. SAGE Open, 13(1), 1-16. https://doi.org/10.1177/21582440221149005
Liu, M., & Wu, B. (2021). Teaching anxiety and foreign language anxiety among Chinese college English teachers. SAGE Open, 11(2), https://doi.org/10.1177/21582440211016556
Matoti, S., N., & Lekhu, M., A. (2016). Sources of anxiety among preservice teachers on field placement experience. Journal of Psychology in Africa, 26(3), 304-307. http://dx.doi.org/10.1080/14330237.2016.1185921
McCulloch, A., R., & Mitchell, M. C. (2021). The importance of retaining high quality teachers: an examination of differences in teacher grit based on experience or intention to remain in the profession. Samford University ProQuest Dissertations Publishing. 29062306. https://www.proquest.com/openview/e42de9744dbfb91330379ca2d1540b07/1?pq-origsite=gscholar&cbl=18750&diss=y
Moses, I., Admiraal, W., F., & Berry, A., K. (2016). Gender and gender role differences in student–teachers’ commitment to teaching. Soc Psychol Educ, 19(3), 475–492. https://doi.org/10.1007/s11218-016-9340-3
Nisar, A., Butt, T., A., Abid, G., Farooqi, S., & Qazi, T., F. (2020). Impact of grit on voice behavior: Mediating role of organizational commitment, Future Business Journal, 6(1), 1-9. https://doi.org/10.1186/s43093-020-00028-7
Novious, T., & Yawe, M., J. (2021). The relationship between anxiety and teacher performance in private secondary schools. International Journal of Academic Research in Business and Social Sciences, 11(11), 2650-2665. 10.6007/IJARBSS/v11- i11/12874
Novitasari, K., & Murtafi’ah, B. (2022). EFL pre-service teacher’s teaching anxiety and the coping strategies during teaching practicum. Journal of English Education and Teaching, 6(3), 310-326. 10.33369/jeet.6.3.310-326
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Ostad, S. A., Ghanizadeh, A., & Ghanizadeh, M. (2019). The dynamism of EFL teachers’ professional identity with respect to their teaching commitment and job satisfaction. Cogent Education, 6(1), 10.1080/2331186X.2019.1685353
Perkins-Gough, D. & Duckworth, A. (2013). The significance of grit. Educational leadership: Journal of the Department of Supervision and Curriculum Development, 71. 14-20.
Permatasari, D., Mulyono, H., & Ferawati. (2019). Investigating the contributing factors to teaching anxiety during teaching practicum: a case of Indonesian pre-service EFL teachers. Indonesian Research Journal in Education, 3(2), 2. https://doi.org/10.22437/irje.v3i2.7422
Pirzadeh, A., Abotalebi, Z., & Riahi, R. (2023). Stress, anxiety, and depression among teachers during the covid-19 pandemic. Journal of Health Sciences & Surveillance System, 11(1), 210-217. 10.30476/JHSSS.2021.93118.1421
Rachman, S. (2004). Anxiety (2nd ed.). Psychology Press.
Rayo, F., Pablo, J. A., Tuazon, R., Versoza, E., Pacut, R. M., Cruz, W. D., Mergenio, M., Pacano, S. M., Plamenco, P. M., Porras, E., Recaña, C. P., Teaño, J. (2022). Amidst the COVID-19 pandemic: teacher’s commitment and its determinant on job performance. Psychology and Education, 2(2), 73-81. https://doi.org/10.5281/zenodo.6534542
Robertson-Kraft, C., & Duckworth, A. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1–27. https://doi.org/10.1177/016146811411600306
Robins, S. (2019). Academic achievement and retention among ESL learners: a study of grit in an online context. University of West Georgia ProQuest Dissertations Publishing. 13808781.
Schober, P., Boer, C., & Schwarte, L. (2018). Correlation coefficients: appropriate use and interpretation. Anesthesia & Analgesia. 126. 1. 10.1213/ANE.0000000000002864.
Shamma, F. M. (2018). The influence of gender on the teachers’ degree of organizational commitment in Arab schools in Israel. American Journal of Educational Research, 6(4), 349-353. 10.12691/education-6-4-8
Siri, A., Supartha, W. G., Sukaatmadja, IP. G. & Rahyuda. A. G. (2020). Does teacher competence and commitment improve teacher’s professionalism. Cogent Business & Management, 7(1), 178-193. 10.1080/23311975.2020.1781993
Sudina, E., Vernon, T., Foster, H., Villano, H. D., Hernandez, Sh., Beck, D., & Plonsky, L. (2020). Development and initial validation of the l2‐teacher grit scale. TESOL Quarterly, 55(2), 10.1002/tesq.581
Sutter, M., Untertrifaller, A. & Zoller, C. (2022). Grit increases strongly in early childhood and is related to parental background. Sci Rep 12, 3561. https://doi.org/10.1038/s41598-022-07542-4
Teimouri, Y., Polnsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 26(5), 893-918. 10.1177/1362168820921895
Teimouri, Y., Sudina, E., & Plonsky, L. (2021). On domain-specific conceptualization and measurement of grit in l2 learning. Journal for the Psychology of Language Learning, 3(2), 156-164. https://doi.org/10.52598/jpll/3/2/10
Thien, L. M., Razak, N. A., & Ramayah, T. (2014). Validating teacher commitment scale using a Malaysian sample. Sage Open, 4(2), 1-9. 10.1177/2158244014536744
Tindle, R., Abo Hamza, E. G., Helal, A. A., Ayoub, A. E. A., & Moustafa, A. A. (2022). A scoping review of the psychosocial correlates of academic performance. Review of Education, 10(3), 1-28. https://doi.org/10.1002/rev3.3371
Urquhart, C. (2013). Grounded Theory for Qualitative Research: A Practical Guide. Sage.
Vollstedt, M., & Rezat, S. (2019). An introduction to grounded theory with a special focus on axial coding and the coding paradigm. In book: Transactions on Edutainment XV. https://doi.org/10.1007/978-3-030-15636-7_4
Wang, L., & Zhang, D. (2012). Characteristics of anxiety among primary and middle school teachers: A content-based approach to state anxiety. Health, 4(1), 26-31. 10.4236/health.2012.41006
Wyszyńska, P., Ponikiewska, K., Karaś, D., Najderska, M., & Rogoza, R. (2017). Psychometric properties of the Polish version of the short grit scale. Polish Psychological Bulletin, 48(2), 229-236. 10.1515/ppb-2017-0026
Yucel, I., & Bektas, C. (2012). Job satisfaction, organizational commitment and demographic characteristics among teachers in Turkey: Younger is better?. Social and Behavioral Sciences, 46(8), 1598-1608. 10.1016/j.sbspro.2012.05.346
Zhang, L. J., Fathi, J. & Naderi, M. (2023). A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers. Journal of Multilingual and Multicultural Development, 1-19, 10.1080/01434632.2023.2248064
