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\n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Teachers’Efficacy, Identity, and Motivational Strategies and their Effects on L2 learners’Achievement\u003Cbr>Mehrnoosh Karimi1*, Elham Nikbakht2\u003Cbr>1Kent State University, OH, USA 2Texas A&M University, TX, USA\u003Cbr>Corresponding Author: Mehrnoosh Karimi, [E-mail: mkarimi@kent.edu](E-mail: mkarimi@kent.edu) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students’ L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60 male and 60 female) EFL teachers took part in the study by completing Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001), Institutional Identity Scale developed by Azimi (2012), and Motivational Strategy Use Scale developed by Cheng and Dornyei (2007) . Furthermore, the final class outcomes of the teachers’ students (n=2045) were collected. The participants were EFL learners and their teachers. The results of Pearson Correlations indicated that there existed significant and positive relationship between the three aforementioned teacher-related variables of EFL teachers and their students’ L2 achievement. The results revealed that EFL teachers’ efficacy, institutional identity and motivational strategy use had a significant and positive relationship with their students’L2 achievement. A Significant difference was found between the male and female EFL teachers. Also, Motivational strategy use was the strongest predictor of Iranian EFL students’L2 achievement. Based on the findings ofthe study, a number of pedagogical implications could be recommended. The findings will provide rational support for proposing that EFL teachers should invest in improving their knowledge of teaching efficacy, institutional identity and motivational strategy use. |\n| Article history\u003Cbr>Received: July 13, 2019\u003Cbr>Accepted: September 16, 2019\u003Cbr>Published: October 31, 2019\u003Cbr>Volume: 10 Issue: 5\u003Cbr>Advance access: October 2019 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Teaching Efficacy,\u003Cbr>Institutional Identity, Motivational Strategy Use, EFL Teachers,\u003Cbr>L2 Achievement,\u003Cbr>Gender Differences |  |\n\nINTRODUCTION  \nTeachers are believed to have a fundamental role in students’ achievement (Lasley, Siedentop & Yinger, 2006), and their characteristics can influence learners’performance (Rockoff, 2004). Moreover, as pointed out by Kelchtermans (2005), throughout the past few decades, particularly after Kumaravadivelu’s (1994) work, the importance of instructors’ characteristics and personal accounts has attracted numerous investigators in education. New educational trends have been giving increasing consideration to the dynamic, effective, and facilitating role of teachers (Nosratinia & Zaker, 2014) . Varghese, Morgan, Johnston and Johnson (2005) believed that to understand educators, it is essential to consider the cultural, professional, political, contextual and  \nindividual differences that are typically assigned to them.  \nThough various elements can affect the effectiveness of teachers’performance, their teaching efficacy is regarded as a major feature which can positively affect instructional performances (Tschannen-Moran & Hoy, 2001) . Teacher efficacy can be defined as “the teacher’s belief in his or her capabilities to organize and execute courses of action required to  \nsuccessfully accomplishing a specific teaching task in a particular context”(Tschannen-Moran, Hoy & Hoy, 1998, p.22) .  \nTeachers’ identity is another factor which might have a vital role in learners’ accomplishments. Hogg (2006) defines the concept of teachers’institutional identity as teachers’state of identification with the institutions, universities ","cbCainKQW70nm7La","https://ap.wps.com/l/cbCainKQW70nm7La","pdf",288103,"English","# Introduction\n## Teachers’ role in student achievement\n## Teaching efficacy\n## Teachers’ institutional identity\n## Teachers’ motivational strategy use","[{\"question\":\"What teacher-related variables are examined in the study?\",\"answer\":\"The study examines teaching efficacy, institutional identity, and motivational strategy use as variables related to students’ L2 achievement.\"},{\"question\":\"How was L2 achievement measured in the study?\",\"answer\":\"The teachers’ students’ final class outcomes were collected, with a total sample of n=2045 learners.\"},{\"question\":\"Which variable most strongly predicts Iranian EFL students’ L2 achievement?\",\"answer\":\"Motivational strategy use is identified as the strongest predictor of Iranian EFL students’ L2 achievement.\"}]","Teachers’Efficacy, Identity, and Motivational Strategies and their Effects on L2 learners’Achievement | PDF",1792068497]