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Psychological Resilience and Perceived Effective Teaching Among Iranian EFL Teachers: The Role of Institutional Sector and Gender | ||
| Research in English Language Education Journal | Farhangian University | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 22 شهریور 1405 | ||
| نوع مقاله: Article | ||
| شناسه دیجیتال (DOI): 10.48310/relej.2026.24144.1209 | ||
| نویسندگان | ||
| Ali Fattahinejad؛ Azizeh Chalak* | ||
| Department of English, Isf. C., Islamic Azad University, Isfahan, Iran | ||
| چکیده | ||
| Effective teaching is a construct influenced by teachers’ pedagogical knowledge, and psychological skills. Teacher resilience has been widely researched; however, much research is needed to investigate its connection with the perception of effective teaching behaviors by teachers, particularly across different institutional contexts and across genders. This study examined (1) whether psychological resilience predicts Iranian EFL teachers’ perceived effective teaching, (2) sectors differences (public schools vs. private institutes, and (3) gender difference. A cross-sectional survay was conducted online with 250 Iranian EFL teachers from across Isfahan province (137 female, 113 male; 132 public, 118 private) selected by convenience sampling. Participants completed an 18-item adapted resilience scale (Connor–Davidson CD-RISC-18) and an 18-item researcher-made Effective Teaching Behavior scale (ETBS-18). Data were analyzed using Pearson correlation, multiple regression, multivariate analysis of variance (MANOVA). The results indicated that resilience is a significant predictor of perceived effective teaching, explaining 25.4% of the variance in which the factors Personal Competence and Emotional Regulation were found to be significant predictors. The teachers from public schools had significantly higher scores in Instructional Clarity and Classroom Management compared to those in private institutes; however, there were no sector differences in the variables Support for Learners, Flexibility, and Positive Climate. There were no significant differences between males and females on the subscales. These results indicate that resilience is a significant predictor of teachers’ perceived effectiveness, and that the institutional setting influences certain aspects of teaching self-perceptions. Implications for teacher education and institutional policy are discussed. | ||
| کلیدواژهها | ||
| effective teaching؛ gender؛ psychological resilience؛ public and private sectors؛ teacher perceptions | ||
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