ارائه مدل شایستگی‌های حرفه‌ای و تخصصی معلمان زبان انگلیسی در دوره متوسطه

مریم  فلاح‌آبادی; مریم صفر نواده; مجید  علی عسگری

Authors

Maryam Fallahabadi PhD Student, Department of Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0000-0002-9251-7028
Maryam Safar Navadeh Associate Professor, Department of Islamic Education, Science and Research Branch, Islamic Azad University, Tehran, Iran. https://orcid.org/0000-0002-2248-8620
Majid Ali Asgari Associate Professor, Department of Islamic Education, Science and Research Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0000-0003-1167-2550

Keywords:

Professional competence, English language teachers, confirmatory factor analysis, tructural equation modeling, teacher education, professional ethics, language teaching

Abstract

Introduction and Aim: The performance of English language teachers depends to a large extent on their professional and specialized competencies. Therefore, the present research was conducted with the aim of presenting a model of professional and specialized competencies of English language teachers in secondary schools.

Methodology: This research was applied in terms of purpose and descriptive from type of correlation in terms of implementation method. The research population was all English language teachers in the first and second period of high school of Rasht city. The sample size was estimated 145 people according to the Krejci and Morgan table, which this number was selected by random sampling method. In this study, to collect data was used a Researcher-Made Questionnaire of Professional and Specialized Competencies of English Language Teachers, and the data obtained from it were analyzed using exploratory factor analysis and structural equation modeling methods in SPSS-22 software.

Findings: The results of the present research indicated that the professional and specialized competencies of English language teachers had 6 components of cognitive competence, emotional competence, skill competence, educational competence, general competence, and scientific competence, whivh average variance extracted of all them had equal or higher than 0.50 and a Cronbach and composite reliability higher than 0.70. Also, the model of professional and specialized competencies of English language teachers had a good fit, and in this model, professional and specialized competencies of English language teachers had a positive and significant effect on all six components of cognitive competence, emotional competence, skill competence, educational competence, general competence, and scientific competence (P<0.001).

Conclusion: According to the results of this study, education system specialists and planners can provide the basis for improving the professional and specialized competencies of English language teachers by promoting their cognitive competence, emotional competence, skill competence, educational competence, general competence, and scientific competence.