Azadeh Ghorbanzadeh - Department of English Language Teaching, Farhangian University, Mashhad, Iran

The present study investigated the correlation between teaching style and teacher efficacy among ۸۰ Iranian EFL female teachers from Tabadkan District high schools in Mashhad. To fulfill this aim, the participants responded to two separate questionnaires; the Teaching Style Inventory (Dunn & Dunn, ۱۹۷۷) and the Teacher Efficacy Questionnaire (Tschannen-Moran & Woolfolk Hoy, ۲۰۰۱). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient) through SPSS. Findings showed a significant relationship between teaching style and teacher efficacy of high school female teachers (n=۸۰, r=۰.۵۷, p=۰.۰۰). The results of this investigation may have suggestions for stakeholders, policymakers, administrators, and teachers to address the significance of the issues regarding the two primary variables of this study. Furthermore, teacher educators are encouraged to re-design their professional development programs to suit the genuine requirements of teachers in their unique educational environment if they are to educate successful teachers who can cope successfully with the everyday realities of the classroom.

English as a Foreign Language (EFL) Teacher, teacher efficacy, Teaching style