International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2021, Vol. 12(2) 36-52

Patterns of Teaching Empowerment and Classroom Management among Successful EFL Teachers

Mahla Nazari, Zahra Zohoorian, Akram Faravani

pp. 36 - 52   |  Manu. Number: ijrte.2021.011

Published online: June 29, 2021  |   Number of Views: 229  |  Number of Download: 657


Abstract

Teacher quality is considered as a focal factor in the development of every educational society and language teaching education is not an exception. The present study was an attempt to investigate the patterns of classroom management and teacher empowerment among successful English language teachers to prepare a framework of guidance for novice or less successful teachers. Employing a mixed method, the researchers collected data from a number of 546 students and 70 teachers as well as 7 teachers for the interview. It was found out that self-efficacy received the highest mean score (3.99), followed by professional growth (3.78). For the empowerment construct the data from the qualitative phase were in consistency with self-efficacy but not with decision making. Also, for the sub constructs of the classroom management construct unlike the qualitative data results the teaching learning dimension had the highest mean (64.42) closely followed by the personal dimension. The discipline dimension findings were consistent with the findings of the interview. Emergent themes in relation to teacher empowerment included setting the preferred teaching context and using preferred kind of medium/materials. Recurrent themes for the classroom management construct included making a good rapport as well as giving responsibilities to students. 

Keywords: teacher quality, teacher success, teaching empowerment, classroom management, mega planning theory


How to Cite this Article?

APA 6th edition
Nazari, M., Zohoorian, Z. & Faravani, A. (2021). Patterns of Teaching Empowerment and Classroom Management among Successful EFL Teachers . International Journal of Research in Teacher Education, 12(2), 36-52.

Harvard
Nazari, M., Zohoorian, Z. and Faravani, A. (2021). Patterns of Teaching Empowerment and Classroom Management among Successful EFL Teachers . International Journal of Research in Teacher Education, 12(2), pp. 36-52.

Chicago 16th edition
Nazari, Mahla, Zahra Zohoorian and Akram Faravani (2021). "Patterns of Teaching Empowerment and Classroom Management among Successful EFL Teachers ". International Journal of Research in Teacher Education 12 (2):36-52.

References

    Ahmed,M, Hussain,I,.Ahmed,S, & Ahmed, S., & Qamar, M. (2012). A study of the factors affecting the professional performance of teachers at higher education level in Khyber pakhtunkhwa. Academic Research International, 2(2), 336-341.

    Al-Seghayer, K. (2017). The Central Characteristics of Successful ESL/EFL Teachers. Journal of Language Teaching and Research, 8(5), 881-890.

    Anderson, K. (2004). The nature of teacher leadership in schools as reciprocal influence between teacher leaders and principals. School Effectiveness and School Improvement, 15(1), 97-113.

    Azimi Amoli, F., & Youran, M. (2014). Delving the Relationship between Teacher Empowerment and Job Satisfaction among Iranian EFL Teachers in Tehran Aviation University. Theory and Practice in Language Studies, 4(4), 771-777.

    Batra, P. (2009). Teacher Empowerment: The Education Entitlement–Social Transformation Traverse. Contemporary Education Dialogue, 6 (2), 121-156.

    Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57(8), 28-33.

    Blase, J. J. & Blase, J.R. (1994). Empowerment teachers: what successful principal do. (Report No. ISBN 0 8039 6092 I). Thousand Oaks, CA: Corwin Press. ERIC Document Reproduction Service.

    Blase, J., & Blase, J. (1997). The micropolitical orientation of facilitative school principals and its effects on teachers’ sense of empowerment. Journal of Educational Administration, 35(2), 138–164.

    Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decision. American Education Research Journal, 48, 303-330. doi:10.3102/0002831210380788

    Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: implications for professional development. The Professional Educator, 26(1), 13-22.

    Brophy, J. (2006). History of Research on Classroom Management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management. Research, practice, and contemporary issues (pp.17-43). Malwah, NJ: Lawrence Erlbaum Associates.

    Burton, J. (2000). Learning from teaching practice: a case study approach. Prospect, 15,3, 15-21.

    Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative (4th ed.). Boston: Prentice Hall.

    Curtis, A. & Cheng, L. (2001). Teachers’ self-evaluation of knowledge, skills and personality characteristicsneeded to manage change. Asia-Pacific Journal of Teacher Education, 29(2), 139-152.

    Dembele, M., & Schwille, J. (2006). Can the global trend toward accountability be reconciled with ideals of teacher empowerment? Theory and practice in Guinea. International Journal of Educational Research, 45(4–5), 302–314.

    Devine, D., Fahie, D., & McGillicuddy, D. (2013). What is ‘good’ teaching? Teacher beliefs and Practices About Their Teaching’. Irish Educational Studies, 32 (1), 83-108.

    Díaz, C., González, G., Jara-Ramírez, L. I., & Muñoz-Parra, J. A. (2018). Validation of a Classroom Management Questionnaire for pre and Inservice Teachers of English. Revista Colombiana de Educación, 75, 263-285.

    Dilworth, M.E & Imig, D. G. (1995). Professional teacher development and the Reform Agenda. Washington DC: ERIC Digest.

    Dizdarevik, J. D. classroom management. International Journal of Cognitive Research in Science, Engineering and Education, 2(1), 51-56.

    Duhon, G. (1999). Teacher empowerment: Definitions, implementation, and strategies for personal renewal. (ERIC Document Reproduction Service No. ED 433329).

    Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7), 1-19.

    Eschenmann, K. K. (2015). Student Perceptions of Teaching Style in the Health Occupations Classroom. Journal of Health Occupations Education, 6 (1).

    Evertson, C. M. & Weinstein, C. S. (Eds.) (2006). Handbook of classroom management. Research, practice, and contemporary issues. Mahwah, NJ: Larence Erlbaum Associates, Inc.

    Faramarz Zadeh, R. (2016). EFL learners' attitudes and perceptions about an effective English language teacher. Journal of Applied Linguistics and Language Research, 3 (2).

    Freiberg, H. J. (2002). Essential skills for new teachers. Educational leadership, 59(6), 56-60.

    Gaias, L. M., Johnson, S. L., Bottiani, J. H., Debnam, K. J., and Bradshaw, C. P. (2019). Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124-139.

    Huang, Z. (2010). What Makes a Successful EFL Teacher in China? A Case Study of an English Language Teacher at Nanjing University of Chinese Medicine. English language teaching, 3(3), 20-28.

    Johnson, S. M., & Birkeland, S. E. Pursuing a "Sense of Success": New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617, 2003.

    Kaufman, R. (2005). Defining and delivering measurable value: A mega thinking and planning primer. Performance Improvement Quarterly, 18(3), 6-16.

    Kaufman, R. (2009). Mega thinking and planning: An introduction to defining and delivering individual and organizational success. Performance Improvement Quarterly, 22(2), 5-15.

    Lassonde, C., Michael, R., & Rivera-Wilson, J. (2008). Current issues in teacher education: History, perspectives, and implications. Springfield, IL: Charles C. Thomas.

    Liang, W. Y. (2004). A study on the relationship of the teacher empowerment, teaching Commitment and teaching effectiveness of the junior high school teachers in Taipei. NNEST Newsletter, 5(2), 3-5.

    Malik Omar, A. (2016). Characteristic Features of a Successful English Language Teacher (A Students’ Perspective). Retrieved from http://hdl.handle.net/123456789/913

    Martin, B. N., Crossland, B., & Johnson, J.A. (2001, November). Is there a connection: Teacher empowerment, teachers' sense of responsibility, and student success. Paper presented at the Mid-South Educational Research Association Annual Meeting, Little Rock, AK.

    Martin, N., Schafer, N., McClowry, S., Emmer, E., Brekelmans, M., Mainhard, T., & Wubbel, T. (2016). Expanding the definition of classroom management: Recurring themes and conceptualizations. Journal of Classroom Interaction, 51, 31–41.

    Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

    Mizell, H. (2010). Why professional development matters. Oxford: Learning Forward.

    Moafian, F., & Pishgahdam, R. (2009). Construct validation of a questionnaire on characteristics of Successful Iranian EFL teachers. Pazhuhesh-e Zabanha-ye Khareji, 54, 127-142.

    Morris, D. (2017). Teaching self-efficacy. Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.86

    Muijs, D., & Harris, A. (2003). Teacher leadership-improvement through empowerment? An overview of the literature. Educational Management & Administration, 31(4), 437–448.

    Okutan, M. (2005). Sınıf yönetiminde örnek olaylar [Case studies of classroom management]. MilliEğitim, 33 (168).

    Ozcan, M. (2017). Effective classroom management strategies for educational practice. In S. Scatolini, G. Milton, & Y. Hanouna (Eds.), Inclusiveness because we can: Aspects of discourses and praxes of inclusion, with a focus on education (pp. 107–117). Oman: Euro-Khaleeji Research and Publishing House.

    Parkay, F., & Stanford, B. (2001). Becoming a teacher. Needham Heights, MA: Allyn & Bacon.

    Parsonson, B. S. (2012). Evidence-based Classroom Behaviour Management Strategies. KAIRARANGA, 13(1), 16-23.

    Parsonson, B. S., Baer, D. M., & Baer, A. M. (1974). The application of generalized correct contingencies: An evaluation of a training program. Journal of Applied Behavior Analysis, 7, 427-437.

    Putwain, D., & von der Embse, N. P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from curriculum changes and teacher stress. Educational Psychology, 39(1), 51–64.

    Rinehart, J. S. & Short, P. M. (1994). Job satisfaction and empowerment among teacher leaders, reading recovery teachers and regular classroom teachers. Education, 114(4), 570-580.

    Salahshour, N., & Hajizadeh, N. (2013). Characteristics of Effective EFL Instructors. Procedia - Social and Behavioural Sciences, 70,163–173.

    Segedin, L. (2011). The role of teacher empowerment and teacher accountability in school-university partnerships and action research. Brock Education, 20(2), 43–64

    Short, P. M. (1992). Dimensions of teacher empowerment. Chicago, IL: American Educational Research Association.

    Short, P. M., & Rinehart, J. S. (1992). School participant empowerment scale: Assessment of level of empowerment within school environment. Educational and Psychological Measurement, 52(4), 951-960.

    Short, P.M., & Greer, J. T. (1993). Restructuring schools through empowerment. In J. Murphy & P. Hallinger (Eds.), Restructuring schools: lessons from ongoing efforts (pp.165-187). Newbury Prk, CA: Corwin.

    Spreitzer, G. M. (2007). Taking stock: A review of more than twenty years of research on empowerment at work. In C. Cooper & J. Barling (Eds.), The handbook of organizational behavior (pp. 54-72). Thousand Oaks, CA: Sage Publications.

    Strauss, A. & Corbin, J. (1998). Basics of qualitative research, Second edition. Thousand Oakes, CA: Sage Publications.

    Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57-75.

    Taous, B. (2013). The Role of Classroom Interaction in Improving the Students’ Speaking Skill (published Master’s thesis). University of Biskra. Biskra, Algeria.

    Thomas, K. W., & Velthouse, B.A. (1990). Cognitive elements of empowerment. Academy of Management Review, 15, 666-681.

    Veisi, S., Azizifar, A., Gowhary, H., Jamalinesari, A. (2015). The relationship between Iranian EFL teachers’ empowerment and teachers’ self-efficacy. Procedia social and behavioural sciences, 185, 437-445.

    Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21(7), 747-766.

    Whitaker K. S. & Moses, M. C. (1990). Teacher empowerment: A key to restructuring. Clearing House, 64(2), 127-130.

    Wynne, J., (2001). Teachers as leaders in education reform. Eric Digest. Washington, DC: American Association of Colleges of Teacher, 185 (437), 445 445.

    Zembylasm, M., & Papanastasiou, E. C. (2005). Modeling teacher empowerment: The role of job satisfaction. Educational Research and Evaluation, 11(5), 433-459, DOI: 10.1080/13803610500146152