UPSI Digital Repository (UDRep)
|
|
|
Abstract : Universiti Pendidikan Sultan Idris |
Abstract: A less explored area in teaching practice is how teachers lead their classes, and what affects their leadership styles. The present study was designed to examine how Iranian EFL teachers’ language proficiency and teaching experience were related to their leadership style. The study included 89 EFL teachers with 1-24 years of teaching experience. Demographic questions and the Multifactor Leadership Questionnaire (Bass and Avolio, 1997) were used for data collection. The results of Pearson correlation coefficient revealed a significant relationship between some of the transformational leadership factors and teaching experience. In addition, step by step regression analysis showed that the best predictor of teachers’ transformational leadership was their years of experience. A significant relationship was also found between the participants’ proficiency level and some of the transformational leadership factors as well, which bear messages to policy makers and educators.
Keywords: EFL teachers, English proficiency, leadership style, teaching experience, transformational leadership |
References |
Ashwin, P., Boud, D., Calkins, S., Coate, K., Hallett, F., Light, G. Luckett, K., McArthur, J., MacLaren, I., McLean, M., McCune, V., Mårtensson, K., Tooher, M. (2020). Reflectiveteaching in higher education. Bloomsbury Academic. Bass, B.M., and Riggio, R.E. (2006). Transformational Leadership. Mahwah, NJ: Lawrence Erlbaum Associates. Bass, B.M. (1985). Leadership and performance beyond expectations. New York: Free Press. Bass, B.M., and Avolio, B.J. (1997). Full range of leadership: Manual for the Multi-factor Leadership Questionnaire. Palto Alto, CA: Mind Garden. Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5): 662-683 Burkett, M.C. (2011). Relationships among teachers' personality, leadership style, and efficacy of classroom management. Unpublished MA thesis, University of Southern Mississippi, USA Chacón, C.T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21: 257–272. Choi, E., and Lee, J. (2016). Investigating the relationship of target language proficiency and self-efficacy among non-native EFL teachers. System, 58: 49–63. Cooper, J. F., and Nirenberg, J. (2004). Leadership effectiveness. Encyclopaedia of Leadership, 2: 845-854. Dowling, C. M. (2007). A measurement of instructional and transformational leadership of the assistant principal: Its relationship to closing the achievement gap. Unpublished Doctoral Dissertation, University of Akron. Eslami, Z.R., and Fatahi, A. (2008). Teachers’ sense of self-efficacy, English proficiency, and instructional strategies: A study of non-native EFL teachers in Iran. TESL-EJ, 11: 1–19. Faez, F., Karas, M., and Uchihara, T. (2021). Connecting language proficiency to teaching ability: A meta-analysis. Language Teaching Research, 25(5): 754-777. DOI: 10.1177/1362168819868667 Firmansyah, F., Prasojo, L. D., Jaedun, A., & Retnawati, H. (2022). Transformational leadership effect on teacher performance in Asia: A meta-analysis. Cypriot Journal of Educational Science, 17(6), 2127-2146. https://doi.org/10.18844/cjes.v17i6.7552 Flores, M.A., and Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher Education, 22: 219-232. Freeman, D. (2001). Second language teacher education. In R. Carter & D. Nunan (Eds.). TheCambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press. Ghorbani, A., Mohammadi, N., Rooddehghan, Z. Bakhshi, F., & Nikbakht N. A. (2023). Transformational leadership in development of transformative education in nursing: a qualitative study. BMC Nursing, 22(17):1-10. https://doi.org/10.1186/s12912-02201154-z Griffith, J. (2004). Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, 42(3): 333-356. Hadley A.O. (2003). Teaching language in context. US. Stanley J. Galek. Harper & Row. Harrison, J. L. (2011). Instructor leadership and student outcomes. Emerging Leadership Journeys, 4(1): 91-119. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. Hyseni, D. Z., and Hoxha, L. (2021). Impact of Transformational and Transactional Attributes of School Principal Leadership on Teachers’ Motivation for Work. Frontiers in Education, 6:659919. doi: 10.3389/feduc.2021.659919 Kelchtermans, G., and Ballet, K. (2002). The micropolitics of teacher induction: A narrative-biographical study on teacher socialization. Teaching and Teacher Education, 18(1):105–120. Khany, R., and Ghoreyshi, S.M. (2013). On the Relationship between Iranian EFL Teachers’ Efficacy of Classroom Management, Reflective Thinking, and Transformational Leadership Style: A Structural Equation Modelling. Issues in Language Teaching, 2(1): 55-81. Klassen, R. M., and Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3): 741-756. Kyriacou, C. (1993). Research on the development of expertise in classroom teaching during initial training and the first year of teaching. Educational Review, 45(1): 79-87. Leithwood, K., and Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17: 201–227. Marashi, H., and Azizi-Nassab, F. (2018). EFL Teachers’ Language Proficiency, Classroom Management, and Self-Efficacy. International Journal of Foreign Language Teaching and Research, 6(22): 89-102. May, N. (2010). The relationship between principal leadership styles and student achievement in elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (Publication No. AAT 3404635) Mills, N. (2011). Teaching Assistants' Self-Efficacy in Teaching Literature: Sources, Personal Assessments, and Consequences. Modern Language Journal, 95(1):61-80. DOI: 10.1111/j.1540-4781.2010.01145.x McNamara, T. (1996). Measuring Second Language Performance. London and New York: Longman. Paula, L., and Grīnfelde, A. (2018). The role of mentoring in professional socialization of novice teachers. Problems of Education in the 21st Century, 76(3): 364. Rice, J. (2003). The impact of teacher experience: Examining the evidence and implications for policy. Research brief for the Centre for Longitudinal Data in Education Research. Washington DC: The Urban Institute. Sanders, W.L. (2000). Value-added assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14(4): 329-339. Sanders, W.L., and Rivers, J.C. (1996). Cumulative and residual effects of teachers on future student academic achievement (Research Progress Report). Knoxville, TN: University of Tennessee Value-Added Research and Assessment Centre. Seltzer, J. and Bass, B.M. (1990), Transformational leadership: beyond initiation and consideration. Journal of Management, 16: 693-703. Sutherland, M. (2010). An examination of ethical leadership and organisational commitment (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. Swanson, P. (2014). The power of belief: Spanish teachers’ sense of efficacy and student performance on the National Spanish Examinations. Hispania, 97: 5–20. Tynjälä, P., and Heikkinen, H.L.T. (2011). Beginning teachers’ transition from pre-service education to working life. Zeitschriftfür Erziehungswissenschaft 14(1):11-33. Yukl, G., Gordon, A., & Taber, T. (2002). A hierarchical taxonomy of leadership behaviour: Integrating a half century of behaviour research. Journal of Leadership and Organisational Studies, 9(1): 15-32. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2):143–178. Wattleton, F. (2000). Teachers as Leaders. In Merideth, E.M., Leadership strategies for teachers. Pearson Professional Development, pp. 1-19. Wolters, C.A., and Daugherty, S.G. (2007). Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1): 181–193. Yilmaz, C. (2011). Teachers’ perceptions of self-efficacy, English proficiency, and instructional strategies. Social Behaviour and Personality, 39: 91–100. |
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |