Investigating the Relationship between EFL Pre-Service Teachers’ Professional Self-Image and their Teaching Performance | ||||
| مجلة جامعة الفيوم للعلوم التربوية والنفسية | ||||
| Volume 18, Issue 10, July 2024, Page 340-362 PDF (690.22 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfust.2024.297158.2168 | ||||
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| Authors | ||||
إيمان إبراهيم  1; محمد فاروق عبدالسميع علي الخبيري2; کريمه محمد عبد العزيز3
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| 1كلية التربية جامعة الفيوم | ||||
| 2کلية التربية - جامعة الفيوم | ||||
| 3کلية التربية جامعة الفيوم | ||||
| Abstract | ||||
| This study aimed at investigating the relation between the professional self-image and the teaching performance of 3rd year pre-service teachers at Faculty of Education, Fayoum University during the first semester of the academic year 2023-2024. It intended to explore whether positive professional self-image could possibly induce better teaching performance or rather creates a motive for improvement in poorer cases. It poses questions of whether the relationship between the two variables is a direct positive relation or a negative one. The study adopted a 5-point Likert-scale for both the professional self-image scale and a teaching performance checklist to gather data, and employed both descriptive and inferential statistics for the analysis of the gathered data. The findings of this study revealed that there is a statistically significant positive correlation between the two variables. The professional self-image scale dimensions including; physical-competence, social acceptance, creativity, and professional responsibility and growth, were positively related to the skills of the checklist. The results of this study implied that the respondents’ total level of positive self-image of themselves, including the physical competence, social acceptance, professional responsibility and growth, and creativity, was high. It also reflected a noticeable development in the necessary skills for teaching performance. | ||||
| Keywords | ||||
| Self-image; Professional self-image; teaching performance | ||||
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