EFL Teachers' Self-regulation and Job Performance

Abstract

<p>The current study explored the relationship between Iranian EFL teachers' self-regulation and job performance. To empirically explore the postulated correlation between teachers' self-regulation and job performance, 80 EFL teachers from various language institutes in Mashhad were asked to complete the "Teachers Self-Regulation Scale" and the "Job Performance Scale". The results of the finding confirmed the hypothesized relationship between teachers' self-regulation and job performance. Moreover, the result of Step-Wise Regression Analysis revealed that mastery goal orientation among sub-components of self-regulation was the best predicator of job performance. Finally, the results were discussed in details and implications were recommended.<strong></strong></p

Examining teachers’ self-regulation practice in secondary school science teaching: the case of South Gondar Zone, Ethiopia

“…Self-regulatory competency is used to help teachers maintain both their well-being and professional commitment. Gol and Royaei (2013); Toussi et al (2011) also confirmed that there is a strong positive relationship between teachers' self-regulation and their job performance and their effectiveness. But this study result seems better in the implementation of self-regulated science teaching than the study results conducted in other countries which says teachers are not competent enough to implement self-regulated teaching due to lack of motivation and meta-cognitive strategies (Eker & Ince, 2018;Peeters et al,2014); teachers' self-regulation in higher education.…”

“…Self-regulatory competency is used to help teachers maintain both their well-being and professional commitment. Gol and Royaei (2013) ; Toussi et al. (2011) also confirmed that there is a strong positive relationship between teachers' self-regulation and their job performance and their effectiveness.…”

“…However, though it has multidimensional advantages, studies conducted on teachers' self-regulation particularly on in-service science teachers are scarce. For example, Peeters et al (2014) studied on the role of teachers' self-regulatory capacities in the implementation of self-regulated learning practices and the result indicates that teachers' own self-regulatory competencies as a critical determinant of SRL (self-regulated learning) implementation in primary school; Gol and Royaei (2013) conducted a study on the relationship between teacher self-regulation and job performance found a significant positive correlation between TSR (teachers' self-regulation) and job performance; and Ghonsooly and Ghanizadeh (2011) conducted a study on the relationship between teacher self-regulation and teacher competence and effort. The result revealed that a significant positive correlation between TSRS use (teachers' self-regulated strategy) and teacher competence, as well as effort.…”

Hubungan Literasi Digital, Regulasi Diri Dengan Produktivitas Dosen Di Kota Kediri Dalam Situasi Normal Baru

“…Dengan kata lain, kemampuan menyusun perencanaan kerja membuktikan mampu meningkatkan produktivitas. Penelitian lain oleh Gol & Royaei, (2013) tentang EFL teachers' selfregulation and job performance, dari hasil penelitian ditemukan terdapat korelasi yang signifikan antara EFL teachers' self-regulation dengan job performance yang mana melalui stepwise regression analysis menunjukkan salah satu aspek dari regulasi diri yaitu mastery goal orientation merupakan prediktor kuat dari job performace, artinya dosen yang memiliki mastery goal orientation memiliki kecenderungan untuk meningkatkan kemampuan dan ketrampilan-ketrampilan baru, serta memiliki prioritas terhadap penyelesaian tugas.…”

Investigating the Relationship between School factors and Self-regulated Science Teaching in Secondary schools

“…So, there is growing interest on investigating the impact of the construct(selfregulation) on teachers' teaching effectiveness and its relationship with some teachers' personal characteristics currently. For example, Capa-Aydin, Sungur, and Uzuntiryaki (2009): Arrastia (2015); Gol and Royaei, (2013); Ghonsooly and Ghanizadeh (2011); conducted a study on teachers' self-regulated teaching. Teachers' teaching quality is the one and important influential issue among the contributing factors for students' learning and achievement.…”