EFL Teacher's Affective Constructs and Their Sense of Responsibility

This study, in the first place, attempted to examine the relationship between English as foreign language (EFL) teachers' affective constructs and their sense of responsibility. In the secondplace, the roles of teachers' gender, years of teaching experience, school setting, and the number of students in the classroom on teachers' affective constructs and sense ofresponsibility were investigated. For this purpose, 110 EFL teachers were selectedthroughavailability sampling from different high schools in Neyshabur, Iran. The teachers were asked to fill out a multi-dimensional questionnaire including different affectiveconstructs and responsibility subscales. The subsequent data analysis via correlation and multi analysis of variances revealed that there was a significant relationship between teachers'affective constructs and their sense of responsibility. Furthermore, significant correlations were found between teachers' experience and school setting with teachers' affective constructs and their sense of responsibility. But the effects of teachers' gender and the number of students in their classrooms on teachers' affective construct and their sense of responsibility were notsignificant. The conclusions and implications of the research are further discussed with reference to earlier findings.

Keywords:

EFL teachers' sense of responsibility , affective constructs , EFL teachers , multidimensional questionnaire