International Journal of Practical and Pedagogical Issues in English Education

International Journal of Practical and Pedagogical Issues in English Education

The Contribution of the KARDS Model to the Teacher Efficacy of Iranian EFL Teachers in In-Service Teacher Training Courses

Document Type : Original Article

Authors
Department of English Language Teaching, Qo.C., Islamic Azad University, Qom, Iran
Abstract
In the evolving landscape of EFL education in Iran, enhancing teacher efficacy through in-service training is crucial for effectively managing the classroom, engaging students, and using teaching strategies. To that end, the KARDS model (i.e., Knowing, Analyzing, Recognizing, Doing, and Seeing) presents a potential pathway for improving the teacher efficacy of language teachers in the in-service training courses. Intended to inspect the contribution of the teacher education model of KARDS to the teacher efficacy of Iranian EFL teachers, this survey research employed a validated KARDS questionnaire (Mazraeh-Khatiri & Sarkeshikian, 2017) and a teacher efficacy questionnaire (Tschannen-Moran & Woolfolk Hoy, 2001). A total of 203 EFL teachers (75 males, 128 females), who had already participated in in-service teacher training courses, were selected through a convenience sampling technique and asked to complete the two questionnaires. Then, the collected data were analyzed using linear regression techniques. The results revealed that components of KARDS significantly predicted the student engagement component of teacher efficacy at all steps (p < .05). However, the KARDS model was not found to have any contributions to the class management and teaching strategies components of teacher efficacy (p > .05). The results bear implications for teacher educators and language teachers, suggesting that the KARDS model has limited capacity to predict EFL teachers' effectiveness. This implies that although the model has potential for promoting learner-centered pedagogies and encouraging student motivation, the KARDS-based teacher education program has to be reviewed and revised.
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Volume 3, Issue 3
Summer 2025
Pages 1-20

  • Receive Date 04 April 2025
  • Revise Date 16 July 2025
  • Accept Date 26 July 2025