English Teachers’ Perception of School Climate and Effective Teaching

Sadeghi, Karim; Esmaeili, Fatemeh

doi:10/22080/iselt.2022.3056

English Teachers’ Perception of School Climate and Effective Teaching

Document Type : Original Article

Authors

Karim Sadeghi ¹
Fatemeh Esmaeili ²

¹ Professor, Department of Languages and Translation, Dhofar University, Salalah, Sultanate of Oman

² Ph.D. Department of English Language and Literature, Urmia University, Urmia, Iran

10/22080/iselt.2022.3056

Abstract

The present study investigated Iranian English as a Foreign Language (EFL) teachers’ perception of school climate and its relationship with their conception of effective teaching. A body of 147 teachers selected through purposive and snowball sampling strategies answered Oderand and Eisenschmidt’s (2016) questionnaire about school climate and effective teaching. Data were analyzed using factor analysis, which produced three factors to explain teachers’ perception of school contextual factors and three for their conception of effective teaching. The results indicated that teachers’ perception of school contextual factors to some degree correlated with their approach to teaching in the classroom. The study highlights the fundamental role of school senior management in helping teachers to apply appropriate teaching approaches

Keywords

References

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