A study of the relationship between cultural capital of senior high-school English teachers and their self-efficacy

Document Type : research article

Author

Associate Professor of Linguistics, Ferdowsi University of Mashhad

Abstract

The main purpose of this study was to investigate the relationship between cultural capital of senior high school English teachers with their self-efficacy. To this end, senior high school teachers of seven districts in Mashhad (607) were selected as the study population, out of whom 242 were chosen through a simple random sampling as the sample population using Morgan sample size table. Applied research and survey method was used in this research. Self-efficacy and cultural capital questionnaires were used for data collection procedure. SPSS and Amos software version 23 were used for statistical analysis. Structural equation modeling was used to analyze the data. The result showed that there was a significant and positive relationship between cultural capital of senior high school English teachers with their self-efficacy in Mashhad. In other words, teachers with higher cultural capital are more efficient. As a result, they achieve more success in teaching English to students.

Keywords


منابع
Abdolahi, B. (2006). The role of self-efficacy in empowering employees. Monthly Tadbir, 17(168), 105-126.
Akbari, R., & Moradkhani, S. (2010). Iranian English teachers’ self-efficacy: Do academic degree and experience make a difference? Pazhuhesh-e Zabanha-ye Khareji, 56, 25-47.
Aschaffenburg, K., & Mass, I. (1997). Cultural and educational careers: The dynamics of social reproduction. American Sociological Review, 62(4). 573-587.
Bandura, A. (1995). Self-efficay in changing societies. Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Bourdieu, P. (1997). The forms of capital. In A. H. Halsey, H. Lauder, P. Brown, & A. Stuart Wells (Eds.), Education, culture, economy Society (pp. 46–59). Oxford: Oxford University Press.
Dika, S. L., Singh, K. (2002). Applications of Social Capital in Educational Literature: A Critical Synthesis. Review of Educational Research, 72 (1), 31-60.
Di Maggio, P. (1982). Cultural capital and school Success: The impact of status culture participation of the grades of U.S high school students. American Sociological Review, 47(2), 189-201.
Ghanizadeh, A., & Moafian, F. (2010). The Relationship between Iranian EFL teachers' sense of self-Efficacy and their pedagogical success in language institutes. Asian EFL Journal, 13(2), 249-272.
Ghonsooly, B., Elahi, M. & Golparvar, S. E. (2012). General English University Students’ Self-efficacy and their Achievement. Iranian EFL Journal, 8(3), 153-173.
Ghonsooly, B., Khajavy, P., & Mohaghegh Mahjoobi, F. (2014). Self-efficacy and metacognition as predictors of Iranian teacher trainees' academic performance: A path analysis approach. Procedia - Social and Behavioral Sciences, 98, 590-598.
Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
Huangfu, W. (2012). Effects of EFL teachers’ self-efficacy on motivational teaching behaviors. Asian Social Science, 15(8), 68-74.
Karimzadeh, M., Razaviyeh, A., & Esfandiyari, M. (2012). Assessing the model of self-efficacy beliefs of teachers as determining their job satisfaction and academic achievement of students. Pazhuhesh dar Barnameye Darisi Journal, 9(5), 95-107.
Khodadady, E., & Zabihi, R. (2011). Social and cultural capital: Underlying factors and their relationship with the school achievement of Iranian university Student. International Education Studies, 4(2), 63-71.
Khodadady, E., & Natanzi, M. (2012). Designing and validating a scale measuring cultural capitals of Iranian university students majoring in English. Theory and Practice in Language Studies, 2(8), 1627-1634.
Khodadady, E., & Mokhtary, M. (2013). Cultural capital and English language achievement at grade three in Iranian high schools. Journal of Language Teaching and Research, 4(4), 715-723.
Khodayee, E. (2009). The Relationship between the economic and cultural capital of parents with the possibility of passing their students on entrance examination in 1385. Journal of Anjoman Amuzesh Ali Iran, 4(1), 65-84.
Jæger, M. M. (2009). Equal access but unequal outcomes: Cultural capital and educational choice in a meritocratic society. Social Forces, 87(4), 1943-1971.
Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32(5), 567–606.
Malik, A. H., & Mohammed, A.E.A. (2014). English as cultural capital: EFL teachers’ perceptions: A cross-cultural study. Journal of Sociological Research, 5(2), 63-74.
Noghani, M. (2012). The effect of the inequality of cultural capital on the academic success of preuinversiey students in access to higher education. Journal of Talim va Tarbiyat, 23(3), 71-101.
Sabzevari, M. (2013). Miracles of school intelligence. Monthly Iran Cheshmandaz, 82, 42-43.
Safa, S., & Ghonsooly, B. (2015). Examining the relationship among sense of self- efficacy teaching experience and beliefs about classroom management: A case of Iranian EFL Teachers. Journal of Applied Linguistics and Language Research, 2(8), 273-283.
Samadi, M. (2013). The Role of professional knowledge and self-efficacy of teachers on the positive and negative communication styles them with students. Journal of Motaleaat, Ravanshenasi Tarbiyati, 17(9), 105-126.
Tebyan. (2011). Real per capita statistics on reading books in Iran. Retived from http://article.tebyan.net/187204.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The different antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91(3), 461-481.
Woolfolk Hoy, A., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.