EFL teachers working in Saudi Arabian universities are often from different social, cultural and academic backgrounds. The factors that affect their self-efficacy can vary from one teacher to another because of their different social and cultural associations. This research is carried out in the light of the existing literature to determine some of the factors and variables which may influence the level of EFL teachers’ self-efficacy who teach at the universities in Saudi Arabia. Some of the factors are related to the personal traits of the teachers such as competence, experience, flexibility, hard work, perseverance, motivation, attitude, self-efficacy, resourcefulness and how they see themselves as teachers; whereas others are associated with their cultural, social and academic background, the working environment of an organization, and the attitudes of learners. Teacher self-efficacy is prone to be affected either negatively or positively by all these factors.
Leaders form an organization's ethical climate and influence employees' perceptions and intentions. Employees' intentions become positive when leader's personal ethics and ethical climate are congruent. The current study focused on the relationships among ethical leadership, distributive justice and ethical climate in the formation of employee's turnover intention. The purpose of the study is (1) to examine whether leader's ethics significantly impact over turnover intention, (2) to what extent distributive justice effects turnover intention, and (3) to determine the indirect impact of ethical leadership on turnover intention through ethical climate. The valid sample data was randomly collected through structured questionnaire distributed among 265 employees from 9 different banks located in Northern Punjab region of Pakistan. Structural equation modeling (SEM) was used for data analysis using AMOS 22.0. Results revealed that distributive justice is significantly related to turnover intentions and ethical climate mediated between ethical leadership and turnover intention. This study contributes to the existing literature by considering both, distributive justice and ethical leadership in predicting turnover intention. When enacting policies and procedures, leaders should set ethical and justice tone that can be helpful to facilitate ethical behavior and also minimize turnover intentions among employee .
The cooperative learning (CL) intervention was conducted to find out the effects of two conditions of cooperative learning on prospective teachers (PTs) achievement and equity. Cooperative learning was embedded in methods of teaching English course. Thirty five students enrolled in Masters programme (MA ELTL) were the subjects of the study. The study employed counter balanced design. The main research questions addressed were; (1) What is the difference in PTs achievement after exposure to CL as compared to their previous CGPA? (2) Which model of CL is better for producing higher achievement? (3) Which CL model provides/ establishes equity (equal chances to succeed) to maximum number of students? Achievement tests and class quizzes were administered to obtain data. Paired samples t-test, Mann-Whitney U test and Kruskal-Wallis test were carried out to answer the research questions. The findings suggest that CL significantly enhances PTs achievement as compared to TI. Both CL models are compatible to increase achievement and equity in TE. Learning together is more efficient and effective as compared to STAD. The study open doors for doing innovations and intervention in teacher education through different CL models.
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