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Title
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Optimism and Performance of Novice ESOL Teachers
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Author
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Elizabeth Conkey
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Natalie Nibler
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DeAnna Sturm
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Date
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May 31, 2012
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Type
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Text; Image; StillImage
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Identifier
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aes/25
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Language
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eng
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Abstract
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The aim of this study is to examine the relationship between gender, optimism and perceived teaching performance amongst novice ESOL teachers. Graduates from two hybrid TESOL programs (N=47) were sampled and surveyed. Optimism significantly predicted perceived teaching performance, t(43)= 3.17, p=.003, and there was marginal association between gender and perceived teaching performance, t(43)= -1.92, p=.06. Further analyses indicated that the mean ratings of teaching performance were significantly different between men and women F(1,45)= 5.12, p=.03. In sum, our results suggest that gender and optimism are factors in perceptions of teacher efficacy amongst novice ESOL teachers.
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Description
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This presentation was delivered on May 31, 2012 at Western Oregon University Academic Excellence Showcase (Monmouth).
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Rights
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Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).
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http://rightsstatements.org/vocab/InC/1.0/
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Department
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Psychological Sciences
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Bibliographic Citation
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Conkey, Elizabeth, Natalie Nibler, and DeAnna Sturm. "Optimism and Performance of Novice ESOL Teachers." Poster presented at the Academic Excellence Showcase, Western Oregon University, May 31, 2012.
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Faculty Sponsor
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Debi Brannan
