Choice Theory-based Instruction and Clinical Supervision in Action: Boosting EFL Teachers’ Self-Efficacy

Acheson, K. A., & Gall, M. D. (1992). Techniques in the clinical supervision of teachers: Preservice and in service applications (3rd ed.). Longman.

Alba Papa, L. (2017). Clinical supervision: A proposal for ensuring the effectiveness of English language teaching at public universities in Colombia. English Language Teaching, 10(9), 171-181. http://dx.doi.org/10.5539/elt.v10n9p171

Amirian, S. M. R., & Behshad, A. (2016). Emotional intelligence and self-efficacy of Iranian teachers: A research study on university degree and teaching experience. Journal of Language Teaching and Research, 7(3), 548. http://dx.doi.org/10.17507/jltr.0703.16

Badrkhani, M. (2015). The effectiveness of group counseling in increasing the degree of students’ adjustment based on Glasser’s choice theory. Journal of Educational and Management Studies, 5(1), 34-40. http://jems.science-line.com/attachments/article/28/J.%20Educ.%20Manage.%20Stud.,%205(1)%2034-40,%202015.pdf

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. http://dx.doi.org/10.1037/0033-295X.84.2.191.

Bandura, A. (1989). Self-efficacy mechanism in physiological activation and health-promoting behavior. In J. Madden, S. Matthysse, & J. Barchas (Eds.), Adaptation, learning and affect (pp. 1169-1188). Raven.

Bandura, A. (1991). Social cognitive theory of self-regulation.  Organizational Behavior and   Human Decision Processes, 50(2), 248-287. http://doi.org/10.1016/0749-5978(91)90022-L

Beh-Afarin, R., & Dehghan Banadaki, A. A., (2013). The effect of clinical supervision on teachers’ sense of efficacy. The 11th TELLSI International Conference: Professional Development in Language Teacher Education, 92-105. http://www.researchgate.net/profile/Hamideh-Sadat-Bagherzadeh/publication/322420449_A_Good_Teacher_from_Supervisors'_and_Teachers'_Perspective/links/5a5874f70f7e9bbacbe03924/A-Good-Teacher-from-Supervisors-and-Teachers-Perspective.pdf#page=103.

Bello, A. T., & Olaer, J. H. (2020). The influence of clinical supervision on the instructional competence of secondary school teachers. Asian Journal of Education and Social Studies, 12(3), 42-50. http://dx.doi.org/10.9734/AJESS/2020/V12I330314.

Betz, N. E., & Hackett, G. (2006). Career self-efficacy theory: Back to the future. Journal of Career Assessment, 14(1), 3-11. http://doi.org/10.1177/1069072705281347.

 

Burdenski, T. K., & Faulkner, B. (2010). Empowering college students to satisfy their basic needs: Implications for primary, secondary, and post-secondary educators. International Journal of Choice Theory and Reality Therapy, 30(1), 73-97. http://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/newsletter_Fall2010.pdf.

Caprara, G., Barbaranelli, C., Steca, P., & Malone, P. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(1), 473-490. http://dx.doi.org/10.1016/j.jsp.2006.09.001

Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272. http://dx.doi.org/10.1016/j.tate.2005.01.001

Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134, 270-300. http://dx.doi.org/10.1037/0033-2909.134.2.270

Crozier, W. R. (1997). Individual learners: Personality differences in education. Routledge.

Elrayah, M. (2022). Improving teaching professionals’ satisfaction through the development of self-efficacy, engagement, and stress control: A cross-sectional study. Educational Sciences: Theory & Practice, 22(1), 1-12. http://dx.doi.org/10.12738/jestp.2022.1.0001

Estaji, M., & Nazari, N. (2015). Exploring instructors’ conceptions about EGP teacher challenges for becoming an ESP instructor in Iran: A qualitative study. English for Specific Purposes World, 46(3), 45-48. http://www.researchgate.net/publication/349075607_Exploring_Instructors%27_Conceptions_about_EGP_Teacher_Challenges_for_Becoming_an_ESP_Instructor_in_Iran_A_Qualitative_Study_Exploring_Instructors%27_Conceptions_about_EGP_Teacher_Challenges_for_Becoming_#fullTextFileContent

Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143. http://dx.doi.org/10.22132/tel.2019.95883

Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13-37. http://dx.doi.org/10.30466/ijltr.2021.121043

Glanz, J. (2018). Chronicling perspectives about the state of instructional supervision by eight prominent scholars of supervision. Journal of Educational Supervision, 1(1), 1-17. http://dx.doi.org/10.31045/jes.1.1.1

Glasser, W. (1998). Choice theory: A new psychology for personal freedom. Harper Collins.

Glasser, W. (2002).  The identity society. Harper and Row.

Goldhammer, R., Anderson, R. H., & Krajewski, R. J. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.). Holt, Rinehart, & Winston.

Goguen, G. (2017). Unique initiative – Bringing Glasser’s choice theory into the technological era. International Journal of Choice Theory and Reality Therapy, 37(1), 66-68. http://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/IJCTRT_Spring2017_207.pdf

Guo, Y., Connor, C., Yang, Y., & Roehrig, A. (2010). The effect of teacher qualification, teacher self-efficacy and classroom practice on fifth graders’ literacy outcomes. The Elementary School Journal, 113(1), 3-24. http://dx.doi.org/10.1086/665816

Holland, P. E., & Adams, P. (2002). Through the horns of dilemma between instructional supervision and the summative evaluation of teaching. Journal of Educational Leadership, 5(3), 227-247. http://dx.doi.org/10.1080/13603120210138603

Holland, H., & Walker, M. (2018). Choice theory and interfaith dialogue: Building relationships between faiths and embracing diversity. International Journal of Choice Theory and Reality Therapy, 37(2), 17-23. http://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/IJCTRT_XXXVIII_no1_250.pdf

Karimi, Z., Marashi, H., & Mall-Amiri, B. (2024). Choice theory-based instruction and clinical supervision for EFL teachers: The impact on learners’ reading comprehension and autonomy. Journal of Language Horizons, 8(2), 33-70. http://dx.doi.10.22051/lghor.2024.44601.1837.

Kayıkçı, K., Yılmaz, O., & Şahin, A. (2017). The views of educational supervisors on clinical supervision. Journal of Education and Practice, 8(21), 159-168. http://readingmatrix.com/files/14-k5mwwz65.pdf

Khaef, E., & Karimnia, A. (2021). The effects of implementing clinical supervision model on supervisors’ teaching perspectives and qualifications: A case study in an EFL context. Educational Research International, 11, 1-11. http://dx.doi.org/10.1155/2021/6138873

Kholid, I., & Rohmatikia, R. V. (2019). Integrated clinical supervision model: Efforts to increase teachers’ performance of Madrasah Aliyah. Journal of Physics: Conference Series, 1155(11), 9-11. http://dx.doi.10.1088/1742-6596/1155/1/012091

Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of a teachers' self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67–76. http://dx.doi.org/10.1016/j.cedpsych.2008.08.001.

Kusuma, I. P., & Waluyo, B. (2023). Enacting e-portfolios in online English-speaking courses: Speaking performance and self-efficacy. Iranian Journal of Language Teaching Research, 11(1), 75-95. http://dx.doi.org/10.30466/ijltr.2023.121273

Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. Routledge.

Lawson, T., Gunduz, M., Çakmak, M., & Busher, H. (2015). Research on teaching practicum – A systematic review, European Journal of Teacher Education, 38(3), 392-407.  http://dx.doi.org/10.1080/02619768.2015.1055109.

Mall-Amiri, B. (2024). On the relationship among EFL teachers’ classroom management, organizational commitment and burnout and teachers’ perceptions of their nature. International Journal of Research in English Education, 9(4), 93-110. http://ijreeonline.com/browse.php?a_code=A-10-1258-1&sid=1&slc_lang=en&ftxt=1&pure_pdf=1.

Marashi, H., & Dakhili, M. (2015). Self-efficacy and anxiety among EFL learners with different kinds of multiple intelligences. Theory and Practice in Language Studies, 5(12), 2636-2645. http://dx.doi.10.17507/tpls.0512.28.

Marashi, H., & Bani-Ardalani, M. (2017). Using clinical supervision to lower EFL teachers’ burnout. Issues in Language Teaching, 6(2), 261-289. http://dx.doi.10.22054/ilt.2019.44172.404.

Marashi, H., & Azizi-Nassab, F. (2018). EFL teachers’ language proficiency, classroom management, and self-efficacy. International Journal of Foreign Language Teaching and Research, 6(22), 89-102. http://sanad.iau.ir/Journal/jfl/Article/990723.

Marashi, H., & Erami, N. (2021). Using choice theory-based instruction to foster vocabulary learning. The Language Learning Journal, 49(1), 66-76. http://dx.doi.10.1080/09571736.2018.1476903.

Marashi, H., & Araghi, Z. (2024). EFL teachers’ adversity quotient and self-efficacy: A personality comparison. Research in English Language Pedagogy, 12(4), 673-697. http://dx.doi.org/10.30486/RELP.2024.1103742.

Mateo, N. J. Makundu, G. N., Barnachea, E. A. R., & Paat, J. J. S. (2014). Enhancing self-efficacy of college students through choice theory. International Journal of Choice Theory and Reality Therapy, 32(2), 78-85. http://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/18_IJCTRTFALL2014.PDF

Mehrabian, N., Salehi, H., Tabatabaei, O., & Vahid Dastjerdi, H. (2023). Effects of clinical supervision on EFL teachers’ critical thinking disposition and learners’ overall language achievement. Journal of New Trends in English Language Learning, 2(3), 55-77. http://dx.doi.org/10.30495/jntell.2023.702876

Milner, H. R., & Hoy, A. W. (2003). A case study of American African teachers’ self-efficacy, stereotype threat and persistence. Teaching and Teacher Education, 19(2), 263-276. http://dx.doi.org10.1016/S0742-051X(02)00099-9

Mirzaee Fandokht, O., Salmabadi, M., Pardakhti, F., Davoudi, M., & Hosseini, S. M. (2014). The effectiveness of Glasser’s control and choice theory training on the reduction of high school students’ academic burnout. Journal of Applied Environmental and Biological Sciences,4(11), 180-185. http://www.jactp.org/files/The-Effectiveness-of-Glassers-Control-and-Choice-Theory-Training-on-the-Reduction-of-High-School-Students-Academic-Burnout.pdf

Mok, M. M. C., & Moore, P. J. (2019). Teachers and self-efficacy. Educational Psychology, 39(1), 1-3. http://dx.doi.org/10.1080/01443410.2019.1567070

Moshiri Farahi, S. M. M., Asghari Ebrahim Abad, M. J., Moshiri Farahi, S. M., & Hokm Abadi, M. E. (2014). Choice theory and effective learning. International Journal of Psychology and Behavioral Research, 1(4), 325-328. http://dx.doi.org/10.3389/fpsyg.2019.00175

Naderi, H., Baezzat, F., & Motaghedifard, M. (2015). Effectiveness of quality education based on Glasser’s choice theory on the student’s academic self-efficacy. European Journal of Psychology & Educational Studies, 2(2), 43-47. http://dx.doi.org/10.4103/2395-2555.170720

Nett U. E., Goetz T., & Hall N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36(1), 49-59. http://dx.doi.org/10.1016/j.cedpsych.2010.10.003

Okorji, P. N., & Ogbo, R. N. (2013). Effects of modified clinical supervision on teacher instructional performance. Journal of Emerging Trends in Educational Research and Policy Studies,4(6), 901-905. http://www.researchgate.net/publication/335517523_Effects_of_Modified_Clinical_Supervision_on_Teacher_Instructional_Performance#fullTextFileContent

Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37(4), 700-707. http://dx.doi.org/10.1016/j.system.2009.09.013

Reid, H., & Soan, S. (2019). Providing support to senior managers in schools via ‘clinical’ supervision: A purposeful, restorative professional and personal developmental space. Professional Development in Education, 45(1), 59-72, http://dx.doi.org/10.1080/19415257.2018.1427132

Sergiovanni, T. J., & Starratt, R. J. (2002). Supervision: A redefinition. McGraw-Hill.

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. http://dx.doi.org/10.1037/0022-0663.99.3.611

Smyth, W. J. (1985). Clinical supervision: Collaborative learning about teaching. Deakin University.

Syawal, S., Patahuddin, P., Nasrullah, A. S., & Rahman, A. W. (2018). Good EFL learner’s strategy in enhancing English mastery: A case study at Indonesian college students. Advances in Language and Literary Studies, 9(3), 55-59. http:// doi.org/10.7575/aiac.alls.v.9n.3p.55

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. http://dx.doi.org/10.1016/S0742-051X(01)00036-1.

Valinezhad, Z., Aghili, S. M., & Karami Baghteyfouni, Z. (2015). The effectiveness of choice theory group therapy of Glasser on divorced women’s self-efficacy. International Letters of Social and Humanistic Sciences, 62(2), 182-188. http://dx.doi.org/10.18052/www.scipress.com/ILSHS.62.182  

Veloo, A., Komuji, M. M. A., & Khalid, R. (2019). The effects of clinical supervision on the teaching performance of secondary school teachers. Procedia – Social and Behavioral Sciences, 93(3), 35-39. http://dx.doi.org/10.1016/j.sbspro.2013.09.148.

Watkins Jr., C. E. (2021). Rupture and rupture repair in clinical supervision: Some thoughts and steps along the way. The Clinical Supervisor, 40(2), 321-344. http://dx.doi.org/10.1080/07325223.2021.1890657

Wiedmer, T. (1995). Instructional improvement: The goal of clinical supervision. Teacher Educator, 30(3), 6-18. http://dx.doi.org/10.1080/08878739509555083

Wilson, E. (2012). The impact of an alternative model of student teacher supervision: Views of the participants. Teaching and Teacher Education, 22, 22-31. http://dx.doi.org/10.1016/j.tate.2005.07.007

Wubbolding, R. (2010). Professional school counselors and reality therapy. In B. Erford (Ed.), Professional school counseling (pp. 338-351). PRO-ED Inc.

Wubbolding, R. (2011). Reality therapy: Theories of psychotherapy series. American Psychological Association.