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Thirty teachers were selected via nonrandom convenience sampling and assigned to two groups of 15. One group completed a choice theory-based instruction course, while the other participated in a clinical supervision program. After both interventions, all participants completed the Teachers’ Self-Efficacy Scale again as posttest. ANCOVA results indicate a significant group difference, with clinical supervision producing a higher impact on self-efficacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/choice-theory-based-instruction-and-clinical-supervision-in-action-boosting-efl-teachers-self-efficacy/578570/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/choice-theory-based-instruction-and-clinical-supervision-in-action-boosting-efl-teachers-self-efficacy/578570.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were Iranian EFL teachers assigned to the two interventions?","Question",{"text":112,"@type":113},"Thirty Iranian EFL teachers were selected through nonrandom convenience sampling and then divided randomly into two groups of 15.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which intervention showed a stronger effect on teachers’ self-efficacy?",{"text":117,"@type":113},"Clinical supervision had a significantly higher impact on EFL teachers’ self-efficacy than choice theory-based instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"How was teachers’ self-efficacy measured before and after the programs?",{"text":121,"@type":113},"Teachers completed the Teachers’ Self-Efficacy Scale (TSES) as a pretest before the interventions and again as a posttest after the programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},578570,1792210996,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","Iranian Journal of Language Teaching Research 13(1), (Mar. 2025) 63-83 63  \n\n| \u003Cbr>\u003Cbr>Content list available at [http://ijltr. urmia.ac.ir](http://ijltr. urmia.ac.ir)\u003Cbr>Iranian Journal of\u003Cbr>Language Teaching Research\u003Cbr>ORIGINAL ARTICLE\u003Cbr>|\n| --- |\n|  |\n\nChoice Theory-based Instruction and Clinical Supervision in Action: Boosting EFL Teachers’ SelfEfficacy  \nZahra Karimi a, Hamid Marashi a, *, Behdokht Mall-Amiri aa Central Tehran Branch, Islamic Azad University, Iran  \nA B S T R A C T  \nThe present study sought to investigate the effect of implementing choice theory-based instruction and clinical supervision on EFL teachers’ self-efficacy. Accordingly, a total of 30 Iranian EFL teachers were selected through nonrandom convenience sampling based on their willingness to participate in the study. At the outset, they responded to the Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) as the pretest and thence divided randomly into two groups of 15: one group underwent a choice theory-based instruction course while the other participated in a clinical supervision program. Once the two programs were completed, both groups sat for the TSES again this time as the posttest. An analysis of covariance (ANCOVA) was conducted in this pretest-posttest study, thus revealing a significant difference between these two instructions with clinical supervision bearing a significantly higher impact on EFL teachers’ self-efficacy. This study may provide useful insights into the possible impact of implementing such a treatment in teacher education which are discussed in the paper.  \nKeywords: choice theory; clinical supervision; ELT; teacher self-efficacy; teacher performance  \n© Urmia University Press  \n A R T I C L E H I S T O R Y   \n\n| Received: 7 May 2024\u003Cbr>Accepted: 10 Feb. 2025 | Revised version received: 22 Jan. 2025\u003Cbr>Available online: 10 Mar. 2025 |\n| --- | --- |\n\n* Corresponding author: Central Tehran Brach, Islamic Azad University, Tehran, Iran  \nEmail address: [ahmuya@yahoo.com](ahmuya@yahoo.com)  \n© Urmia University Press  \n 10.30466/ijltr.2025.55110.2655  \n64 Z. Karimi, H. Marashi & B. Mall-Amiri/Choice theory-based instruction and …  \nIntroduction  \nThe discipline of ELT has consistently maintained its focus on scrutinizing those factors that facilitate and enhance teaching. Accordingly, an effective variable in this regard is self-efficacy (Fathi et al., 2021) . Commonly defined as a person’s perception of their capacity to actualize agoal or an outcome (Kusuma & Waluyo, 2023), Bandura (1977), a renowned pioneer in the field, describes self-efficacy in his early writings as “the conviction that one can successfully execute the behavior required to produce the desired outcome” (p. 193) . In other words, self-efficacy is a cognitive belief which is related to the subjective probability of obtaining a desired outcome (Betz & Hackett, 2006) .  \nTeacher’s self-efficacy represents an influential role in their performance including pedagogical efforts, instructional practices, and teaching strategies (Lawson et al., 2015) . This is arguably why this construct holds significance as learners’ achievement is positively affected by teachers’performance in the classroom (Guo et al., 2010; Wilson, 2012) and thus continues to be the subject of ongoing research in various domains including ELT throughout the globe (e.g., Amirian & Behshad, 2016; Elrayah, 2022; Fathi & Derakhshan, 2019; Marashi & Araghi, 2024; Mok & Moore, 2019; Rastegar & Memarpour, 2009) .  \nEnhancing teachers’ performance which is of course a key endeavor in every educational domain (Mall-Amiri, 2024) has always been entwined with the concept and practice of supervision with the primary purpose of providing critical feedback to teachers, thereby “seen as the process of helping, guiding, advising, and stimulating growth in teachers in order to improve the quality of teaching” (Okorji & Ogbo, 2013, p. 902) . One rather innovative mode of","cbCaihNavwmNN9lt","https://ap.wps.com/l/cbCaihNavwmNN9lt","pdf",605616,21,"English","# Introduction\n## Self-efficacy in ELT\n## Supervision and clinical supervision\n## Choice theory-based instruction","[{\"question\":\"How were Iranian EFL teachers assigned to the two interventions?\",\"answer\":\"Thirty Iranian EFL teachers were selected through nonrandom convenience sampling and then divided randomly into two groups of 15.\"},{\"question\":\"Which intervention showed a stronger effect on teachers’ self-efficacy?\",\"answer\":\"Clinical supervision had a significantly higher impact on EFL teachers’ self-efficacy than choice theory-based instruction.\"},{\"question\":\"How was teachers’ self-efficacy measured before and after the programs?\",\"answer\":\"Teachers completed the Teachers’ Self-Efficacy Scale (TSES) as a pretest before the interventions and again as a posttest after the programs.\"}]","Choice Theory-based Instruction and Clinical Supervision in Action - Boosting EFL Teachers’ Self-Efficacy | PDF",1792033995,53]