Choice Theory-based Instruction and Clinical Supervision in Action: Boosting EFL Teachers’ Self-Efficacy

Document Type : Original Article

Authors

Central Tehran Branch, Islamic Azad University, Tehran, Iran

Abstract

The present study sought to investigate the effect of implementing choice theory-based instruction and clinical supervision on EFL teachers’ self-efficacy. Accordingly, a total of 30 Iranian EFL teachers were selected through nonrandom convenience sampling based on their willingness to participate in the study. At the outset, they responded to the Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) as the pretest and thence divided randomly into two groups of 15: one group underwent a choice theory-based instruction course while the other participated in a clinical supervision program. Once the two programs were completed, both groups sat for the TSES again this time as the posttest. An analysis of covariance (ANCOVA) was conducted in this pretest-posttest study, thus revealing a significant difference between these two instructions with clinical supervision bearing a significantly higher impact on EFL teachers’ self-efficacy. This study may provide useful insights into the possible impact of implementing such a treatment in teacher education which are discussed in the paper.

Keywords

References

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Iranian Journal of Language Teaching Research
Volume 13, Issue 1
March 2025
Pages 63-83

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  • Receive Date: 07 May 2024
  • Revise Date: 25 November 2024
  • Accept Date: 22 January 2025

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