An Examination into the Role of English Teachers’ Stroking Behavior in their Effectiveness from the Iranian Learners’ Perspectives

Document Type : Original Article

Author

Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran

Abstract

Abstract

Introduction: The quality of teacher-learner relationship plays such an important role in learners’ academic lives that finding the factors helping teacher effectiveness seems to be investigated worthwhile. Stroke, as a relatively new concept in education, is one of these factors helping teacher effectiveness. This paper, thus, aimed to find whether the amount and the kind of stroke learners receive in their class might have any role in how they perceive their teachers to be effective.
Method: Through convenience sampling, 400 male and female English as a Foreign Language (EFL) learners from both formal and informal educational settings of the Khorasan Razavi province were selected to whom two sets of questionnaires, Characteristics of Effective English Language Teachers Scale and Student Stroke Scale were administrated. In this survey study, structural equation modeling and multiple regression analysis were then used to examine the possible relationships among the study variables.
Results: The regression analyses of the results revealed a positive relationship between stroke and teacher effectiveness. In addition, among the four subscales of stroke, valuing and verbal stroke were found to be the significant predictors of teacher effectiveness. These findings were then discussed in the light of previous research.
Conclusion: Due to the newness of the research in this area and the limitations as discussed for the current study, future researchers were invited to study the interrelationships of stroke and some other variables in teacher effectiveness since such studies could better reveal the nature of stroking behaviors in producing healthy teacher-learner bonds in educational settings.

Keywords

References

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International Journal of Behavioral Sciences
Volume 12, Issue 4
February 2019
Pages 169-175

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