Teacher Education
Yahya Gordani; Arash Saharkhiz Arabani; Masoumeh Arjmandi; Davood Taghipour Bazargani
Abstract
Teachers’ quality of work life (QWL) is an umbrella concept that refers to the degree of satisfaction a teacher experiences with respect to his or her job and the overall work situations which are influenced by three factors of organizational support including participation in decision making, ...
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Teachers’ quality of work life (QWL) is an umbrella concept that refers to the degree of satisfaction a teacher experiences with respect to his or her job and the overall work situations which are influenced by three factors of organizational support including participation in decision making, fairness of rewards, and growth opportunity. The present study examined the relationship between perceived organizational support (POS) and QWL among secondary school teachers of English as a foreign language. To this end, employing a descriptive correlational method, the researchers selected a number of 173 male and female teachers who were selected via probability multistage cluster sampling from among a population which consisted of EFL teachers at secondary schools in Tehran (N=1826), Iran. Data collection instruments included an attitude survey based on Allen, Armstrong, Reid, and Riemenschneider (2008) model of POS as well as Walton’s (1973) QWL questionnaire. Pearson correlation and multiple linear regression were used to analyze the data. The relationship between POS and QWL was found to be .71. In other words, the three dimensions of POS could affect the QWL by 71 percent. More specifically, the three dimensions of participation in decision making with 21.4, fairness of rewards with 24.7, and growth opportunity with 64.1 percent could be used to predict the QWL. These findings are important in that they demonstrate that POS is significantly related to the QWL of EFL teachers which can in turn significantly affect the performance of these teachers at schools.
sasan baleghizadeh; Yahya gordani
Volume 1, Issue 1 , June 2012, , Pages 33-58
Abstract
Materials evaluation studies have constantly demonstrated that there is no one fixed procedure for conducting textbook evaluation studies. Instead, the criteria must be selected according to the needs and objectives of the context in which evaluation takes place. The speaking skill as part of the communicative ...
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Materials evaluation studies have constantly demonstrated that there is no one fixed procedure for conducting textbook evaluation studies. Instead, the criteria must be selected according to the needs and objectives of the context in which evaluation takes place. The speaking skill as part of the communicative competence has been emphasized as an important objective in language teaching. The present study explored the core units of spoken grammar inherent in four widely-used ELT textbooks following McCarthy and Carter’s (2002) classification. A coding scheme was developed to make it possible for the researchers to use the classification in codifying the data. The data were then analyzed to detect the units of spoken grammar inherent in the target textbooks. Results from codification of dialogues and transcripts of audio recordings showed that the units of spoken grammar are not evenly distributed in these ELT textbooks. In addition, a significant difference was found between the textbooks in their inclusion of different categories of the spoken grammar.