Effects of Collaborative and Prescriptive Models of Observation on Iranian Novice vs. Experienced EFL Teachers’ Perception of their Self-Efficacy

This study intended to compare the effects of prescriptive and collaborative models of observation on EFL teachers’ perception of their self-efficacy. From among ۸۰ participants, ۴۰ teachers, including ۲۰ novice and ۲۰ experienced teachers, were randomly assigned to the collaborative observation group (experimental group) and another group of ۴۰ teachers, which comprised of ۲۰ novice and ۲۰ experienced teachers, were randomly assigned to the prescriptive observation group (control group). A sequential explanatory design was employed so that both quantitative and qualitative data collection/analysis procedures could be employed. The quantitative data were collected through The Ohio State Teacher Efficacy Scale (OSTES) (Tschannen-Moran & Hoy, ۲۰۰۱), and the qualitative data were elicited through semi-structured interviews. The results of both quantitative and qualitative data revealed (i) the significant difference between prescriptive and collaborative observation in terms of teachers’ perception of their self-efficacy, and that (ii) in the collaborative observation group, there was a significant difference between novice and experienced teachers’ perception of their self-efficacy. The study has implications for both teachers and teacher educators, suggesting that collaborative observation could enhance EFL teacher development.              

Keywords:

Self-efficacy , Collaborative observation , Prescriptive observation , Novice teacher , Experienced teacher