The Relationships between Gender Identity and Teacher Success in Iranian EFL Context
الموضوعات : نکرش جدید در یادگیری زبان انکلیسی
Reza Afsharpour
1
,
Ghasem Barani
2
,
Seyyed Hassan Seyyedrezaei
3
,
Zari Sadat Seyyedrezaie
4
1 - Department of English language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul-Iran.
2 - Department of English language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul-Iran.
3 - Department of English language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul
4 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran.
الکلمات المفتاحية: EFL Teachers, Gender Identity, Teacher Success.,
ملخص المقالة :
The current study sought to investigate, from the perspectives of male and female English as a foreign language (EFL) teachers, the relationships between gender identity and the success of EFL teachers. In order to achieve this goal, 420 EFL teachers—200 men and 220 women—participated in the study. The teachers were delivering English instruction at several language schools located in Alborz and Tehran. Convenience sampling was used to choose the participants. The design used in this study was correlational. The participants were given the Masculinity/Femininity Scale and the Characteristics of Successful Iranian EFL Teachers Scale to gather data. The participants completed the scales over the course of a month. Following data collection, the data was analyzed using the Pearson product-moment correlation technique. The results demonstrated a significant relationship between gender identity and the success of male and female teachers. The study concludes with a discussion of the implications of the study.
