Developing and Validating a Model of Pluralistic Teacher Effectiveness for Iranian EFL Teachers
الموضوعات : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)Fahimeh Karvandi 1 , Afshin Soori 2 , Mohammad Ali Ayatollahi 3
1 - Ph.D. Candidate, Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Assistant Professor, Department of English, Larestan Branch, Islamic Azad University, Larestan, Iran
3 - Assistant Professor, Department of English, Sepidan Branch, Islamic Azad University, Sepidan, Iran
الکلمات المفتاحية: Effective teaching, pluralism, pluralistic education, teacher effectiveness,
ملخص المقالة :
This study aimed to develop and validate a model of pluralistic teacher effectiveness for Iranian EFL teachers through an exploratory sequential mixed-method design. Two groups of participants took part in the present study. The first group who participated in the study included male and female Iranian English teachers (n=51 in the qualitative phase and n=196 in the quantitative phase) who were selected through available sampling from private language institutes in Iran. The second group consisted of male and female Iranian intermediate EFL learners (n=46 in the qualitative phase and n=201 in the quantitative phase) who were selected through available sampling from private language institutes in Iran. A one-on-one semi-structured interview and a closed-ended questionnaire were used to collect data. The data were analyzed using thematic analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach's Alpha test. As revealed by the results, a pluralistic model of teacher effectiveness for Iranian EFL teachers emerged from the participants’ perceptions in three main categories including pluralistic classroom management, pluralistic pedagogy, and pluralistic ethics. Moreover, it was revealed that the developed model is valid and reliable. The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners.
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