Volume 8, Issue 1 (3-2025)
Iranian Journal of Educational Sociology 2025, 8(1): 75-86 |
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Asnavi Qeshmi L, Afraz S, Samimi F. (2025). An Investigation on EFL Teachers' Problem-Solving Skills Considering Gender and Experience Differences. Iranian Journal of Educational Sociology. 8(1), 75-86. doi:10.61838/kman.ijes.8.1.8
URL: http://iase-idje.ir/article-1-1479-en.html
URL: http://iase-idje.ir/article-1-1479-en.html
1- Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran.
2- Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran (Corresponding Author).
3- Department of TEFL, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
2- Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran (Corresponding Author).
3- Department of TEFL, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
Abstract: (80 Views)
Purpose: This study aims to investigate the problem-solving skills applied by Iranian EFL teachers, considering the variables of gender and teaching experience (novice vs. experienced).
Methods and Materials: The study employed a mixed-methods approach. In the qualitative phase, semi-structured interviews were conducted with 30 EFL teachers (15 male, 15 female) from private language institutes in Hormozgan Province, Iran. The data from these interviews were analyzed using MAXQDA software. In the quantitative phase, a self-constructed questionnaire was administered to 200 EFL teachers to validate the qualitative findings. The questionnaire covered six components of problem-solving skills: setting clear expectations, establishing a positive learning environment, active listening, positive reinforcement, managing behavior, and collaborating with parents. The collected data were analyzed using descriptive statistics and MANOVA.
Findings: The results indicate significant differences in problem-solving skills based on gender and experience. Female teachers scored higher than male teachers across all six components (e.g., female teachers had higher means in active listening: M = 3.06 vs. M = 2.15; F = 47.66, p < .05). Similarly, novice teachers scored higher than experienced teachers in all areas (e.g., novice teachers scored higher in managing behavior: M = 3.01 vs. M = 2.16; F = 41.84, p < .05). The MANOVA results demonstrated large effect sizes for both gender and experience differences (partial η² = .320 and .321, respectively).
Conclusion: Female and novice teachers exhibited stronger problem-solving skills in managing classroom dynamics, particularly in areas like active listening, behavior management, and parent collaboration. These findings suggest the importance of targeted professional development programs to enhance problem-solving skills, especially for male and experienced teachers.
Methods and Materials: The study employed a mixed-methods approach. In the qualitative phase, semi-structured interviews were conducted with 30 EFL teachers (15 male, 15 female) from private language institutes in Hormozgan Province, Iran. The data from these interviews were analyzed using MAXQDA software. In the quantitative phase, a self-constructed questionnaire was administered to 200 EFL teachers to validate the qualitative findings. The questionnaire covered six components of problem-solving skills: setting clear expectations, establishing a positive learning environment, active listening, positive reinforcement, managing behavior, and collaborating with parents. The collected data were analyzed using descriptive statistics and MANOVA.
Findings: The results indicate significant differences in problem-solving skills based on gender and experience. Female teachers scored higher than male teachers across all six components (e.g., female teachers had higher means in active listening: M = 3.06 vs. M = 2.15; F = 47.66, p < .05). Similarly, novice teachers scored higher than experienced teachers in all areas (e.g., novice teachers scored higher in managing behavior: M = 3.01 vs. M = 2.16; F = 41.84, p < .05). The MANOVA results demonstrated large effect sizes for both gender and experience differences (partial η² = .320 and .321, respectively).
Conclusion: Female and novice teachers exhibited stronger problem-solving skills in managing classroom dynamics, particularly in areas like active listening, behavior management, and parent collaboration. These findings suggest the importance of targeted professional development programs to enhance problem-solving skills, especially for male and experienced teachers.
Keywords: Problem-solving skills, EFL teachers, gender differences, novice teachers, experienced teachers, classroom management
Type of Study: Research Article |
Subject:
Special
Received: 2024/07/3 | Accepted: 2024/09/9 | Published: 2025/03/13
Received: 2024/07/3 | Accepted: 2024/09/9 | Published: 2025/03/13
References
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2. Adokh, H., & Rafiee, M. (2016). Investigating the Insiders' Perspectives About Dynamic Assessment Process and Practicality. International Journal of Research Studies in Education, 6(2). [DOI:10.5861/ijrse.2016.1533]
3. Aghaei, P., Bavali, M., & Behjat, F. (2020). An in-Depth Qualitative Study of Teachers' Role Identities: A Case of Iranian EFL Teachers. International Journal of Instruction, 13(2), 601-620. [DOI:10.29333/iji.2020.13241a]
4. Ahmed, K. H., & Akyildiz, S. T. (2022). Determining the Role of Digital Literacy in EFL Teaching Concerning the Views of Turkish EFL Teachers. Rumelide Dil Ve Edebiyat Araştırmaları Dergisi(29), 966-986. [DOI:10.29000/rumelide.1164991]
5. Akbari, O., & Razavi, A. (2015). Using Authentic Materials in the Foreign Language Classrooms: Teachers' Perspectives in EFL Classes. International Journal of Research Studies in Education, 4(5). [DOI:10.5861/ijrse.2015.1189]
6. Aliakbari, M., & Ghasemi, F. (2021). On the Association of Iranian Efl Teacher's Identity Style, Religious Identity, and Identity Commitment. Innovare Journal of Education, 1-6. [DOI:10.22159/ijoe.2021v9i6.42163]
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8. Ameri, A. F. (2022). Nonnative Teachers' and Observers' Evaluation of Teachers' Teaching Quality: Perceptual Convergences and Divergences in Postobservation Conferences. Education Research International, 2022, 1-10. [DOI:10.1155/2022/3701578]
9. Anjum, S. (2021). Teaching English Through Critical Pedagogy (CP): Challenges and Coping Strategies in Pakistani EFL Classrooms. Pakistan Social Sciences Review, 5(II), 764-776.
https://doi.org/10.35484/pssr.2021(5-II)58 [DOI:10.35484/pssr.2021(5-ii)58]
10. Arifani, Y., Rosyid, H., Husniah, R., & Paulina, P. (2018). Mentoring English Senior High School Teachers in EFL Reading Class Using Collaborative Pamanpintermu at SMAM Bungah Gresik. Kontribusia Research Dissemination for Community Development, 1(1), 17. [DOI:10.30587/kontribusia.v1i1.252]
11. Asgharheidari, F., & Tahriri, A. (2015). A Survey of EFL Teachers' Attitudes Towards Critical Thinking Instruction. Journal of Language Teaching and Research, 6(2), 388. [DOI:10.17507/jltr.0602.20]
12. Ayalew, T., Woldemariam, G. S., & Alemu, A. (2022). EFL Teachers' Stress and Coping Strategies: The Case of Public Primary Schools in Jimma Zone, Ethiopia. Gist Education and Learning Research Journal, 25, 8-40. [DOI:10.26817/16925777.1516]
13. Aydın, D., & Arslan, S. (2022). Teacher Mentoring: Definitions, Expectations and Experiences From International EFL Teachers. Ijeltal (Indonesian Journal of English Language Teaching and Applied Linguistics), 7(1), 181. [DOI:10.21093/ijeltal.v7i1.1272]
14. Baniasad-Azad, S., Tavakoli, M., & Ketabi, S. (2016). EFL Teacher Education Programs in Iran: The Absence of Teachers' Involvement. Iranian Journal of Applied Linguistics, 19(2), 61-86. [DOI:10.29252/ijal.19.2.61]
15. Chahkandi, F., Rasekh, A. E., & Tavakoli, M. (2016). Micropolitics of School and EFL Teachers' Professional Interests: The Case of Schools for Gifted Students in Iran. Iranian Journal of Applied Linguistics, 19(2), 87-114. [DOI:10.29252/ijal.19.2.87]
16. Faribi, M., Derakhshan, A., & Robati, M. (2019). Iranian English Language Teachers' Conceptions Towards Research. iase-idje, 2(2), 1-11. [DOI:10.29252/ijes.2.2.1]
17. Marzoughi, S., Ahmadi, H., & Khalaji, H. R. (2020). Presenting a Model for Promoting the Professional Competency among EFL Teachers: A Grounded Theory Approach. iase-idje, 3(4), 127-139. [DOI:10.52547/ijes.3.4.127]
18. Najafi, T., Razmjoo, S. A., & Sahragard, R. (2024). Achievement Goal Orientations of Iranian EFL Teachers in Postmethod Pedagogy Expertise. iase-idje, 7(2), 26-35. [DOI:10.61838/kman.ijes.7.2.4]
19. Rafizade Tafti, M. R., Rahimi Esfahani, F., & Shafiee, S. (2023). The Impact of Audio Corrective Feedback on Iranian EFL Learners' Writing Improvement at Micro and Macro levels: Static and Dynamic Assessment in Focus. iase-idje, 6(3), 204-215. [DOI:10.61186/ijes.6.3.204]
20. Seidi, A., Khatib, M., & Maftoon, P. (2018). The sociolinguistic content analysis of imported ELT textbooks' cultural values (global or local) and their impact on Iranian EFL learners' social identity. iase-idje, 1(10), 124-132. http://iase-idje.ir/article-1-411-en.htmlAbdulhay, H. (2023). Teacher Appraisal Systems of Critical Incidents Experienced in Iranian EFL Classroom Context. Journal of English Language Teaching and Linguistics, 8(2), 211. [DOI:10.21462/jeltl.v8i2.1105]
21. Adokh, H., & Rafiee, M. (2016). Investigating the Insiders' Perspectives About Dynamic Assessment Process and Practicality. International Journal of Research Studies in Education, 6(2). [DOI:10.5861/ijrse.2016.1533]
22. Aghaei, P., Bavali, M., & Behjat, F. (2020). An in-Depth Qualitative Study of Teachers' Role Identities: A Case of Iranian EFL Teachers. International Journal of Instruction, 13(2), 601-620. [DOI:10.29333/iji.2020.13241a]
23. Ahmed, K. H., & Akyildiz, S. T. (2022). Determining the Role of Digital Literacy in EFL Teaching Concerning the Views of Turkish EFL Teachers. Rumelide Dil Ve Edebiyat Araştırmaları Dergisi(29), 966-986. [DOI:10.29000/rumelide.1164991]
24. Akbari, O., & Razavi, A. (2015). Using Authentic Materials in the Foreign Language Classrooms: Teachers' Perspectives in EFL Classes. International Journal of Research Studies in Education, 4(5). [DOI:10.5861/ijrse.2015.1189]
25. Aliakbari, M., & Ghasemi, F. (2021). On the Association of Iranian Efl Teacher's Identity Style, Religious Identity, and Identity Commitment. Innovare Journal of Education, 1-6. [DOI:10.22159/ijoe.2021v9i6.42163]
26. Alimorad, Z., & Tajgozari, M. (2016). A Comparison of Iranian High School Teachers' and Students' Perceptions of Effective English Teachers. Sage Open, 6(4), 215824401667921. [DOI:10.1177/2158244016679212]
27. Ameri, A. F. (2022). Nonnative Teachers' and Observers' Evaluation of Teachers' Teaching Quality: Perceptual Convergences and Divergences in Postobservation Conferences. Education Research International, 2022, 1-10. [DOI:10.1155/2022/3701578]
28. Anjum, S. (2021). Teaching English Through Critical Pedagogy (CP): Challenges and Coping Strategies in Pakistani EFL Classrooms. Pakistan Social Sciences Review, 5(II), 764-776.
https://doi.org/10.35484/pssr.2021(5-II)58 [DOI:10.35484/pssr.2021(5-ii)58]
29. Arifani, Y., Rosyid, H., Husniah, R., & Paulina, P. (2018). Mentoring English Senior High School Teachers in EFL Reading Class Using Collaborative Pamanpintermu at SMAM Bungah Gresik. Kontribusia Research Dissemination for Community Development, 1(1), 17. [DOI:10.30587/kontribusia.v1i1.252]
30. Asgharheidari, F., & Tahriri, A. (2015). A Survey of EFL Teachers' Attitudes Towards Critical Thinking Instruction. Journal of Language Teaching and Research, 6(2), 388. [DOI:10.17507/jltr.0602.20]
31. Ayalew, T., Woldemariam, G. S., & Alemu, A. (2022). EFL Teachers' Stress and Coping Strategies: The Case of Public Primary Schools in Jimma Zone, Ethiopia. Gist Education and Learning Research Journal, 25, 8-40. [DOI:10.26817/16925777.1516]
32. Aydın, D., & Arslan, S. (2022). Teacher Mentoring: Definitions, Expectations and Experiences From International EFL Teachers. Ijeltal (Indonesian Journal of English Language Teaching and Applied Linguistics), 7(1), 181. [DOI:10.21093/ijeltal.v7i1.1272]
33. Baniasad-Azad, S., Tavakoli, M., & Ketabi, S. (2016). EFL Teacher Education Programs in Iran: The Absence of Teachers' Involvement. Iranian Journal of Applied Linguistics, 19(2), 61-86. [DOI:10.29252/ijal.19.2.61]
34. Chahkandi, F., Rasekh, A. E., & Tavakoli, M. (2016). Micropolitics of School and EFL Teachers' Professional Interests: The Case of Schools for Gifted Students in Iran. Iranian Journal of Applied Linguistics, 19(2), 87-114. [DOI:10.29252/ijal.19.2.87]
35. Faribi, M., Derakhshan, A., & Robati, M. (2019). Iranian English Language Teachers' Conceptions Towards Research. iase-idje, 2(2), 1-11. [DOI:10.29252/ijes.2.2.1]
36. Marzoughi, S., Ahmadi, H., & Khalaji, H. R. (2020). Presenting a Model for Promoting the Professional Competency among EFL Teachers: A Grounded Theory Approach. iase-idje, 3(4), 127-139. [DOI:10.52547/ijes.3.4.127]
37. Najafi, T., Razmjoo, S. A., & Sahragard, R. (2024). Achievement Goal Orientations of Iranian EFL Teachers in Postmethod Pedagogy Expertise. iase-idje, 7(2), 26-35. [DOI:10.61838/kman.ijes.7.2.4]
38. Rafizade Tafti, M. R., Rahimi Esfahani, F., & Shafiee, S. (2023). The Impact of Audio Corrective Feedback on Iranian EFL Learners' Writing Improvement at Micro and Macro levels: Static and Dynamic Assessment in Focus. iase-idje, 6(3), 204-215. [DOI:10.61186/ijes.6.3.204]
39. Seidi, A., Khatib, M., & Maftoon, P. (2018). The sociolinguistic content analysis of imported ELT textbooks' cultural values (global or local) and their impact on Iranian EFL learners' social identity. iase-idje, 1(10), 124-132. http://iase-idje.ir/article-1-411-en.html
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