Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience

Abstract In recent years, there has been an increasing interest in the assessment of Iranian English teachers’ performance. Besides, it was aimed to examine and compare the performance of teachers based on their gender differences and teaching experience. To the first aim, the Delphi technique was u...

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Autores principales:	Haleh Mashhadlou, Siros Izadpanah
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Evaluation EFL teacher Gender Performance Teaching experience Language and Literature P
Acceso en línea:	https://doaj.org/article/4cc3c7992cba492a9abc5d3a73222f6e
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spelling	oai:doaj.org-article:4cc3c7992cba492a9abc5d3a73222f6e2021-11-08T10:56:33ZAssessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience10.1186/s40468-021-00140-72229-0443https://doaj.org/article/4cc3c7992cba492a9abc5d3a73222f6e2021-11-01T00:00:00Zhttps://doi.org/10.1186/s40468-021-00140-7https://doaj.org/toc/2229-0443Abstract In recent years, there has been an increasing interest in the assessment of Iranian English teachers’ performance. Besides, it was aimed to examine and compare the performance of teachers based on their gender differences and teaching experience. To the first aim, the Delphi technique was used to develop a questionnaire and the reliability of the Delphi questionnaire based on Cronbach’s alpha was .982. In the first round, 25 experts including university lecturers and experienced instructors in the field of English teaching were asked to answer open-ended questions regarding important issues in the evaluation of an English teacher. Then, the related themes emerged. Using emerged themes, a questionnaire including 100 questions was designed and measured on a linear scale (1 = not important to 5 = absolutely essential). After calculating the frequency of each item, the results were resent to the panel to rate the questions. In the last phase, three criteria including 1—the mean 4 and more, 2—standard deviation less than 1, 3—less than 10% of the participants do not answer to the item were considered to decide on the final questions and components of the questionnaire. The questionnaire was distributed using Google forms. One hundred and fifty questionnaires were filled correctly and analyzed using SPSS 22. Then, the validity of questionnaire was checked. Overall, it was seen that there was not any significant difference between teachers’ performance based on gender difference and teaching experience. The findings of the present study might have some implications for researchers, instructors, language teachers, school administrators, and the ministry of education.Haleh MashhadlouSiros IzadpanahSpringerOpenarticleEvaluationEFL teacherGenderPerformanceTeaching experienceLanguage and LiteraturePENLanguage Testing in Asia, Vol 11, Iss 1, Pp 1-26 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Evaluation EFL teacher Gender Performance Teaching experience Language and Literature P
spellingShingle	Evaluation EFL teacher Gender Performance Teaching experience Language and Literature P Haleh Mashhadlou Siros Izadpanah Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience
description	Abstract In recent years, there has been an increasing interest in the assessment of Iranian English teachers’ performance. Besides, it was aimed to examine and compare the performance of teachers based on their gender differences and teaching experience. To the first aim, the Delphi technique was used to develop a questionnaire and the reliability of the Delphi questionnaire based on Cronbach’s alpha was .982. In the first round, 25 experts including university lecturers and experienced instructors in the field of English teaching were asked to answer open-ended questions regarding important issues in the evaluation of an English teacher. Then, the related themes emerged. Using emerged themes, a questionnaire including 100 questions was designed and measured on a linear scale (1 = not important to 5 = absolutely essential). After calculating the frequency of each item, the results were resent to the panel to rate the questions. In the last phase, three criteria including 1—the mean 4 and more, 2—standard deviation less than 1, 3—less than 10% of the participants do not answer to the item were considered to decide on the final questions and components of the questionnaire. The questionnaire was distributed using Google forms. One hundred and fifty questionnaires were filled correctly and analyzed using SPSS 22. Then, the validity of questionnaire was checked. Overall, it was seen that there was not any significant difference between teachers’ performance based on gender difference and teaching experience. The findings of the present study might have some implications for researchers, instructors, language teachers, school administrators, and the ministry of education.
format	article
author	Haleh Mashhadlou Siros Izadpanah
author_facet	Haleh Mashhadlou Siros Izadpanah
author_sort	Haleh Mashhadlou
title	Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience
title_short	Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience
title_full	Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience
title_fullStr	Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience
title_full_unstemmed	Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience
title_sort	assessing iranian efl teachers’ educational performance based on gender and years of teaching experience
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/4cc3c7992cba492a9abc5d3a73222f6e
work_keys_str_mv	AT halehmashhadlou assessingiranianeflteacherseducationalperformancebasedongenderandyearsofteachingexperience AT sirosizadpanah assessingiranianeflteacherseducationalperformancebasedongenderandyearsofteachingexperience
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Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience

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