The Relationship between Iranian EFL Teachers’ Perceived Pedagogical Competence and Their Junior High School Students’ Test Performance

Document Type : Original Article

Authors

Department of English, Kazerun Branch, Islamic Azad University, Kazerun, Iran

Abstract

As teachers’ pedagogical competence plays an important role in English teaching and learning, this study seeks to examine the relationship between Iranian EFL English teachers’ perception of their pedagogical competence and their students’ academic achievement test results. To do so, 30 English teachers (15 males and 15 females) were selected, and a self-report questionnaire containing 53 items was administered to them in order to assess their perceptions of pedagogical competence. Additionally, 744 junior high school students (379 males and 365 females) in the 9th grade were selected from different high schools in the Iranian city of Kazerun. The students’ academic achievements were assessed with the standardized test scores retrieved from their school records in their final English exam. The results of Spearman’s correlation coefficient indicated no significant correlation between Iranian EFL English teachers’ perception of their pedagogical competence and their students’ academic achievement test results. One implication of this study is that enhancing teachers’ pedagogical competence alone may not be sufficient to improve students’ academic achievement, suggesting the need for a more holistic approach that considers other factors such as student motivation, learning environment, and instructional materials.

Keywords

Main Subjects

References

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Journal of Studies in Language Learning and Teaching
Volume 1, Issue 2
July 2024
Pages 415-433

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History

  • Receive Date: 27 August 2024
  • Revise Date: 25 January 2025
  • Accept Date: 12 February 2025

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