the contribution of the kards model to the teacher efficacy of iranian efl teachers in in-service teacher training courses

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.