Part of #Examining the Effect of Sense of Humor on Self-Efficacy: an Exploration of English Teachers’ beliefs in Aviation University# :
Publishing year : 2015
Conference : Third International Conference on Applied Research in Language Studies
Number of pages : 16
Abstract: The idea that teachers with self-efficacy are more influential and more successful than other teachers who lack this characteristic has been a challenging topic. Sense of humor as a key factor for increasing self-efficacy has been overlooked by some scholars in the field of education. Regarding these contradictory issues, this study was an attempt to investigate the effects of a sense of humor on teacher self-efficacy and was sparked by the dissatisfaction of some teachers practicing humor in school environment. For this purpose, English teachers completed two questionnaires are humor and self-efficacy. Items on the humor scale involved four dimensions including humor creation, social humor, humor used to deal with and humor attitudes. Further, self-efficacy items include three dimensions of classroom performance such as instructional strategies, student engagement, and classroom management. Correlation and multiple regression analyzes revealed a positive relationship between sense of humor and teacher self-efficacy. The correlation between social humor and classroom management was not satisfactory. Finally, analyzing the questions in the background questionnaire, the stress factor played a significant role in reducing the effectiveness of the instructional strategy. Therefore, instructional use of humor can be considered as a hot topic for professional development and teacher training programs.