Phonological Metathesis in Persian: Synchronic, Diachronic, and the ...

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38 Pazhuhesh-e Zabanha-ye Khareji, No. 56, Spring 2010 Finally, in the last two-way ANOVA, teachers’ efficacy for instructional strategies was used as the dependent variable. Descriptive statistics for participants’ scores on this subcomponent are presented in Table 5. Table 5: Descriptive statistics for participants’ scores on efficacy for instructional strategies Experience Academic degree Statistics Relevant Irrelevant Novice Experienced degree degree Number 253 194 202 245 Minimum 3.75 5.14 4.75 3.75 Maximum 8.88 9 9 8.88 Mean 7.08 7.59 7.44 7.19 S.D. 0.97 0.86 0.94 0.97 The results indicated that neither the main effect of academic degree nor the academic degree × experience interaction effect were significant (F (1,443) =3.47, p=0.06 and F (1,443) =0.50, p=0.47, respectively), whereas teaching experience had a significant main effect (F (1,443) =28.69, p
Iranian English Teachers’ self-efficacy ... 39 Figure 4: English teachers’ academic degree and experience and their sense efficacy for instructional strategies Discussion In this section, the results of the study are discussed in relation to the research questions presented earlier. Research Question 1: The relationship between teachers’ experience and their selfefficacy The findings are almost in line with Tschannen-Moran and Hoy’s (2002, 2007) who concluded that experienced teachers (with more than three years of teaching experience) have a stronger sense of global efficacy, efficacy for classroom management, and efficacy for instructional strategies compared to their novice counterparts. This difference in the strength of efficacy beliefs among novice and experienced teachers might be attributed to various sources of efficacy they utilize. According to Tschannen-Moran and Hoy (2007), novice teachers, who are struggling to find their voice as they enter the profession, rely more heavily on the support they receive from their colleagues. Consequently, the most noticeable source of efficacy they resort to is verbal persuasion. Experienced teachers, in contrast, tend to lean more toward the strongest source of efficacy (i.e., mastery experience) which
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