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ERIC Number: EJ1159166
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1305-578X
The Impact of Contextual Factors on English Language Teachers' Beliefs
Altinsoy, Ertan; Okan, Zuhal
Journal of Language and Linguistic Studies, v13 n2 p53-70 2017
The purpose of this research is threefold. First, the relationship between teachers? beliefs and contextual factors is explored. Second, the factor which is most significant as perceived by the teachers themselves will be presented and finally, the existence of a meaningful difference between public and private school English teachers in terms of perceived impact of contextual factors will be examined. A scale was developed by the researchers having pre-interviews with English teachers and reviewing relevant literature. The scale developed was piloted with 82 public and private school English teachers working in different parts of Turkey and the collected data were subjected to reliability analysis with SPSS. 210 public and private school English teachers participated in the study. For further data, 14 participants were interviewed. The collected data revealed a significant relationship between contextual factors and English language teachers' beliefs and practices. It was also found out that student oriented contextual factors have the greatest impact on English language teachers. Except teacher and management oriented contextual factors, meaningful difference was observed between public school and private school English teachers in terms of policy, classroom, inspection, and student oriented contextual factors.
Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A