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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
아시아테플 Journal of Asia TEFL Journal of Asia TEFL 제14권 제4호
발행연도
2018.1
수록면
654 - 673 (20page)

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초록· 키워드

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In educational settings, teacher-student relationships are considered significant for their influences on students’ learning and academic lives. Interpersonal skills, social persuasion, and stroking behavior, the recognition, attention or responsiveness that one person gives another (McKenna, 1974), can promote such a relationship and affect teachers’ self-efficacy beliefs. This study attempted to investigate the relationship and interaction between the frequency of strokes and the perceived selfefficacy of EFL teachers, considering their gender and level of experience. In order to collect data, 180 EFL teachers, both male and female with different years of experience, completed a booklet questionnaire consisting of demographic information, the Teacher Self-efficacy scale (Bandura, 2006; Skaalvik & Skaalvik, 2007; Tschannen-Moran & Woolfolk Hoy, 2001), and the Stroking Profile (McKenna, 1974). The results of the analysis, using a Spearman rho correlation, indicated a significantly strong positive correlation between the frequency of receiving and accepting positive strokes and the participants’ self-efficacy. There was also a strong negative correlation between frequency of receiving and accepting negative strokes and self-efficacy. However, the frequency of requesting strokes and self-efficacy was weak but significant for positive strokes but non-significant for negative ones. Overall, no difference was found for teachers’ self-efficacy with regard to stroke frequency across gender and years of experience. Further, the results of a factorial ANOVA demonstrated that no interaction existed among frequency of strokes, self-efficacy, gender, and EFL teachers’ experience levels. Hence, the more EFL teachers were provided with positive strokes, the higher their sense of self-efficacy would be. The findings imply that strokes, particularly positive strokes as a source of self-efficacy for EFL teachers, should be seriously taken into account.

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참고문헌 (52)

참고문헌 신청
Akbari, R. / 2010 / Iranian English teachers' self-efficacy: Do academic degree and experience make a difference? / Pazhuhesh-e Zabanha-ye Khareji 56:25~47 google schola Albrecht, M. P. / 1995 / A study of self-esteem and locus of control in fourth-and fifth grade boys using transactional analysis and self-awareness google schola Allen, J. G. / 1975 / Stroking, existential position and mood in college students / Transactional Analysis Journal 5(3):227~233 Crossref Allinder, R. M. / 1994 / The relationships between efficacy and the instructional practices of special education teachers and consultants / Teacher Education and Special Education 17(2):86~95 Crossref Allinder, R. M. / 1995 / An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement / Remedial and Special Education 16(4):247~254 Crossref

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