The Mediating Effect of EFL Teachers’ Creativity in Relationship Between Their Reflective Practices and their Professional Development

Document Type : Original Article

Authors

1 Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

2 Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

Abstract

Teacher professional development (TPD) is a kind of continuing education effort that can strengthen teachers’ skills and, in turn, boost students’ learning outcomes. Teachers’ creativity and reflective practice have also key roles in teachers’ daily practice. Therefore, this study aimed to investigate the mediating role of English as a foreign language (EFL) teachers’ creativity in the relationship between their reflective practices and their professional development (PD). Participants of the study consisted of 150 Iranian EFL teachers aged between 30 and 41 years old with 1–up to 15 years of teaching experience. Three different questionnaires were used to collect the relevant data. The collected raw data were analyzed with SPSS and Partial Least Squares (PLS) software. The results of statistical analyses, namely Spearman correlation, and semi structural equation modeling (SEM) indicated that there were statistically significant relationships between teachers' reflective practice, teacher’s creativity, and their PD. In particular, the results revealed that teachers’ creativity can mediate the relationships between teachers' reflective practice and their PD. The obtained results are discussed in the light of the literature. The results also have a number of implications for the main stakeholders including administrators and EFL teachers. The results also have a number of implications for the main stakeholders including administrators and EFL teachers.

Keywords

References

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Interdisciplinary Studies in English Language Teaching
Volume 02, Issue 01 - Serial Number 3
January 2024
Pages 190-206

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History

  • Receive Date: 08 February 2024
  • Revise Date: 11 June 2024
  • Accept Date: 20 August 2024
  • First Publish Date: 20 August 2024
  • Publish Date: 25 September 2024

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