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چکیده
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The aim of this study was to investigate the relationship between the sense of efficacy and the preferred teaching styles of English teachers, and the academic achievement of Iranian language learners. The statistical sample, which was gathered using the available sampling method, consisted of 33 English language teachers from various private language institutions throughout the city of Ahvaz, along with 277 of their students’ grades, which were investigated. The preferred teaching styles of the teachers, which include five components, and their sense of self-efficacy, which includes three components, were measured by the questionnaires developed by Grasha (1996) and Tschannen-Moran and Hoy (2001). The procedure of data analysis was conducted using various methods, such as confirmatory factor analysis, chi-square, Pearson correlation, and regression. After confirming the data with different indices of confirmatory factor analysis and presenting the path analysis, it was determined that the personal, expert, and facilitator styles are the most favored by Iranian educators. To ascertain the link between variables the Pearson correlation test was employed. It was found that a strong relationship existed among the perception of efficacy and the favored teaching styles of Iranian EFL teachers. However, neither the teachers' sense of efficacy nor their favored styles were shown to be correlated significantly with the students’ achievement. Finally, the pedagogical and theoretical implications, the obstacles and shortcomings, and recommendations for future studies were also discussed in final chapter. Keywords: English as a Foreign Language (EFL); Teacher Efficacy; Teaching Style, Students Achievement
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