The present study examined the effect of teacher empowerment on teachers' commitment and student achievement. A sample of 356 teachers at Payam-e-Noor University, Ilam branch completed two questionnaires, i.e., School Participant Empowerment Scale (SPES) developed by Short and Rinehart (1992) and Organization Commitment Questionnaire (OCQ) developed by Mowday et al.'s (1979
The purpose of this study was to examine the relationship between teachers' empowerment and job satisfaction. The surveys used in this study contain School Participant Empowerment Scale (SPES) measured teacher perceived empowerment, the Teacher Job Satisfaction Questionnaire (TJSQ) measured teacher job satisfaction, and the demographic survey included age, educational background and gender. SPES measured six different dimensions o f empowerment: Decision-making, professional growth, status, self-efficacy, autonomy, and impact, along with an overall total and TJSQ includes nine factors of satisfaction: Supervision, colleagues, working conditions, pay, and responsibility. The result indicated that significant correlations were found between total teacher empowerment and total teacher job satisfaction. However, there was no correlation between factor of security in job satisfaction scale and the three teacher empowerment scales of professional growth, status, and autonomy. There was also no correlation found between the teacher job satisfaction factor of recognition and the three teacher empowerment dimensions of decision-making, selfefficacy and impact. In the other hand, there are significant differences in the demographic variables of educational background and gender with regards to teacher empowerment and job satisfaction.
A great number of language learners claims that they are unable to produce the foreign language accurately without any grammatical errors at the end of their language course. In this study, the impact of oral metalinguistic corrective feedback, among various types of corrective feedback, on learners’ pronoun accuracy was considered. The participants were 74 EFL learners (46 females, 28 males) studying English at Safir English language institutes in Tehran. In order to homogenize the learners, Key English Test (KET) test was given to them. 60 learners were selected for the study and 14 learners were removed. Participants were randomly divided into two groups. One group received metalinguistic feedback and the other group received explicit correction feedback. Grammatical judgment test was used as a pretest and posttest. Eight reading passages from “Select Readings” were another instrument that was used for training through jigsaw task in this study. Then t-test was run to check the significance of the mean difference between pretest and post-test of groups. The results show the priority of experimental group (which received oral metalinguistic feedback) on control group (which received explicit feedback).
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