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A1 Muhammed, Ghazwan Adnan. AB Education plays a leadership role in all aspects of life. By providing the quality education one can produce quality products through adopting an effective academic behavior in educational process. “Behaviour” is defined as the action or activities of an organism that is anything that an organism does, including physical action, internal physiological and emotional processes and implicit mental activity. The focus on behaviour is important in the teaching process for no one has complete control over his feelings or his personality. For a teacher, s/he should have control over most of his / her actions. So, those actions and decisions which generate them contribute to successful teaching. Teaching can in fact, be defined as conscious behaviour that makes learning more probable and more efficient than it would have been without that behaviour. Teaching behaviour can range from a simple smile or pat that encourages the learner to a superbly designed, programmed presentation of a complex process that results in predictable, efficient and effective learning. As for teacher behaviour and learner's behaviour, it is obvious that a complex interaction occurs in teaching. The decisions and actions of a teacher affect the learning process. The teacher’s observation of the learner or previous knowledge about him affects the teaching process (Shafqat 2009:xv). The present research, therefore, aims at: 1) assessing EFL Iraqi teachers' perception of classroom behaviours at secondary schools, 2) finding out the differences among the domains of teachers' behaviours. Two hypotheses have been tested: 1) EFL Iraqi secondary schools teachers are not aware of classroom behaviours. 2) There are no statistically significant differences among the domains of teachers' classroom behaviours. The population of teachers at the secondary schools is 1841 of both sexes at Baqubah district. The random sample of the research consists of teachers at 57 secondary schools. By conducting the percentage formula, represents 28 % of the whole population. The total number of the sample is 100 participants, male is 39 and female is 61 enrolled for the academic year (2012-2013) . In order to achieve the aims of the study and to test its hypotheses, a questionnaire has been constructed to measure the perception of the Iraqi teachers at secondary schools toward classroom behaviour. The questionnaire covers seven domains. It contains 95 items, which are measured using a five-point Likert- type scale anchored by 1= never and 5 = always, measures the following seven domains of academic teacher's behaviours which are organization(9 items), presentation(16 items), rapport(20 items), content(15 items), interaction(12 items), active learning(14 items) and assessment (10 items). The questionnaire has been exposed to a jury of experts for the purpose of ascertaining its face validity. Two methods have been used to calculate the questionnaire reliability coefficient. The results of the research have revealed that: 1) EFL Iraqi teachers at secondary schools have quite perception of classroom behaviour. 2)Based on seventh domains in the questionnaire, the teachers agree that the subscale "content" receives the first interest according to others, while rapport receives the lowest rating. 3) It is clear that EFL Iraqi teachers have no competency in using technology and internet recourse as a part of classroom assessment and this may result as a part of deficiency or weakness from General Directorate Education towards its teachers. Although, technology plays a great role in education, it promotes teaching and learning skills, and enhances opportunities for meaningful learning. (Published Abstract) http://search.shamaa.org/abstract_en.gif ID 119913 OP pp. 1-42 T1 Iraqi EFL teachers perception of classroom behaviours at secondary schools [Article] UL 1 http://search.shamaa.org/fulltext.gif https://www.iasj.net/iasj/article/99653 Full text (PDF)