JOURNAL OF CRITICAL REVIEWS ON THE INTERRELATIONSHIPS OF PROFESSIONAL IDENTITY, PERFECTIONISM, AND REFLECTIVE TEACHING OF IRANIAN EFL TEACHERS

Abstract

This study was grounded by the principles and assumptions of constructivism which is the latest learning and teaching theory. Accordingly, constructive teachers use all their skills to empower students and lead them to autonomy. Through a series of readings focused on the effects of professional identity, perfectionism, and reflective factors on each other and consequently on the performance of teachers and students learning, this study was conducted to investigate the relationships among these variables in the context of Iranian EFL Teachers. Participants included 159 English language teachers teaching in different schools and institutes in Mashhad. Three questionnaires, namely, English Language Teaching Reflection Inventory (Akbari, Behzadpoor, & Dadvand, 2010), Multidimensional Perfectionism Scale (Frost, Martin, Lahart, and Rosenblate, 1990) and Teachers' Professional Identity Questionnaire (Beijaard, Verloop and Vermunt, 2000) were used to collect the data which were analyzed via path analysis. The proposed model was fit and the results of the study indicated that there were significant interrelationships among the variables. In other words, perfectionist teachers should be aware of their professional identity in order to become reflective teachers. These findings have several significant implications for teachers to improve their efficiency and performance in their teaching. Consequently, the process of learning is also affected.

Full text

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
2491
ON THE INTERRELATIONSHIPS OF PROFESSIONAL
IDENTITY, PERFECTIONISM, AND REFLECTIVE TEACHING
OF IRANIAN EFL TEACHERS
Azar Monabbati1, Akram Faravani2
1 English Department, Islamic Azad University, Mashhad, Iran. monabati1980@gmail.com
2 English Department, Islamic Azad University, Mashhad, Iran. afaravani@yahoo.com
*Corresponding Author
ABSTRACT
This study was grounded by the principles and assumptions of constructivism which is the latest learning and teaching theory.
Accordingly, constructive teachers use all their skills to empower students and lead them to autonomy. Through a series of
readings focused on the effects of professional identity, perfectionism, and reflective factors on each other and consequently on
the performance of teachers and students learning, this study was conducted to investigate the relationships among these variables
in the context of Iranian EFL Teachers. Participants included 159 English language teachers teaching in different schools and
institutes in Mashhad. Three questionnaires, namely, English Language Teaching Reflection Inventory (Akbari, Behzadpoor, &
Dadvand, 2010), Multidimensional Perfectionism Scale (Frost, Martin, Lahart, and Rosenblate, 1990) and Teachers' Professional
Identity Questionnaire (Beijaard, Verloop and Vermunt, 2000) were used to collect the data which were analyzed via path
analysis. The proposed model was fit and the results of the study indicated that there were significant interrelationships among the
variables. In other words, perfectionist teachers should be aware of their professional identity in order to become reflective
teachers. These findings have several significant implications for teachers to improve their efficiency and performance in their
teaching. Consequently, the process of learning is also affected.
Keywords: Professional Identity, Reflective Teaching, Perfectionism, Constructivism
\
INTRODUCTION
By emergence of new paradigms like constructivism, some of the characteristics of teachers, such as reflective teaching,
perfectionism and professional identity were highlighted. Constructivism appears as one of the big notions in education which has
lots of implications for teachers to teach. According to this theory, humans try to make meaning of information they receive from
their surroundings, and construct their knowledge of that information in order to fit their beliefs and previous experiences.
Moreover, McMorrow (2007) points out that since there are many styles and alternative ways in teaching, teachers should use
their own theories of practice relying on their own background, knowledge, and experience rather than wait for some experts to
plan for them. In other words, problem solving, decision making, creative and critical thinking, are the activities on which
constructivism concentrates most on them (driscoll, 2000).
Valli (1997) described reflective teacher as the one who ―. . . Can look back on events; make judgments about them; and alter
their teaching behaviors in light of craft, research, and ethical knowledge‖ (p. 70). So, as reflection has a significant role in
constructivism, reflective teaching is one of the most important features of constructivist teachers. Moreover, through self-
reflection teachers make sense from their experiences and are able to integrate them into their image as a teacher (korthagen,
2001; Nias, 1989). As a result, reflection (as a basis of constructivism) is a pivotal tool for the development of professional
identity (luehmann 2007).
Epstein & Meier (1989) define Constructive thinking as a process of solving the daily problems so that reduces stress and
tensions. According to a study conducted by Flett, Russo, & Hewitt (1994) negative perfectionists are poor constructive thinkers
and cannot manage their stress.
According to research done by Shokrollahi and Baradaran (2014), Iranian EFL teachers’ perfectionism significantly predict their
reflectivity. In addition, Musch (2013) studied on the relationship between two dimensions (adaptive/ maladaptive) of
perfectionism and professional identity. It was revealed that adaptive perfectionists reported more developed vocational identity.
Accordingly, the more adaptive perfectionist teachers, the higher levels of professional identity have.
As cited in Mantei& Kervin (2011), pliable thinking, wise decision, ready to make the necessary changes during the activity
(according to the conditions) are the results of continuous reflection on professional identity as a teacher (Rodman, 2010;
Walkington, 2005).

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
5
Regarding the aforementioned problem, the following research question would arise:
RQ1: What are the possible interrelationships of professional identity, perfectionism and reflective teaching in Iranian EFL
teachers?
RQ2: To what extent is the proposed model for the interrelationships of professional identity, perfectionism and reflective
teaching appropriate for the Iranian EFL teachers?
METHODOLOGY
A. Participants
To test the proposed model, the researcher gathered the required data from 160 English teachers from several Language Institutes
and schools (Institutes: Mahan, Kish Novin, Shokooh e Danesh e Toos and MCI; Schools: Emam Reza and Farzanegan) in
Mashhad, Iran. The data was collected from participants not only in classrooms but also through mobile applications like
telegram. However, 160 questionnaires were used for data analysis since the remained 12 questionnaires were counted as missing
data which could negatively affect the results. The study sample group comprised both males and females and from different age
groups. Participants hold degrees in different related majors to English language (English literature, English Translation, English
Teaching) both at BA and MA level. The procedure is based on the availability of the subjects; therefore, convenience sampling
was used.
B. Instruments
The instruments used for this study included three survey questionnaires in order to investigate the relationship among
perfectionism, professional identity, and reflective teaching among EFL teachers. The Multidimensional Perfectionism Scale, The
Teachers' Professional Identity Questionnaire, and Reflective Teaching Questionnaire.
Perfectionism Questionnaire
Teachers' perfectionism is rated by Frost Multidimensional Perfectionism Scale (Frost et al., 1990) which consists of 35 items.
This questionnaire assesses six dimensions of perfectionism: The first one is Concern over Mistakes (CM) which includes 9
items. Doubts about Actions (DA) is the second subscale (7 items). The third one is Personal Standards (PS) which encompasses
4 items. Parental Expectations (PE) which is the forth subscale contains 5 items. The fifth one is Parental Criticism (PC) (4 items).
Finally, the last subscale is Organization (ORG) which contains 6 items. Scoring is based on a 5-point Likert-type scale from 1
(strongly disagree) to 5 (strongly agree). According to frost et al. (1993) the reliability index of the questionnaire is 0.90.
The possible range of score for Perfectionism with 35 items is between 35 and 175, which the minimum score obtained in this
study is 79 and the maximum is 164. Moreover, the reliability of this questionnaire measured by SEM is 0.77.
Professional Identity Questionnaire
In order to assess teachers’ professional identity, Beijaard, et al. (2000) questionnaire is used. It includes three sub-scales: the first
part covers subject matter field which is related to teacher’s preparation about subject matter, both in terms of knowledge and skill
(4 items, items 1-4, α = .62), the second part contains didactical field that refers to how teachers consider pedagogical planning,
implementation and assessment in their teaching. (6 items, items 5-10, α = .58), and the last part contains pedagogical field which
determines how much teachers concern about growing social, emotional, and moral feeling in their students. (4 items, items 11-
14, α = .68). The possible range of score for the Professional Identity with 14 items is between 14 and 70, which the minimum
score obtained in this study is 30 and the maximum is 70. Moreover, the reliability of this questionnaire measured by SEM is
0.91.
Reflective Teaching Questionnaire
Teachers' reflectivity is measured by the validated English language teaching reflection inventory developed by Akbari et al.
(2010). The level of reflection engaged in by the Iranian EFL teachers in their practice was estimated through 29 items on a 5-
point Likert scale, consisting of five scales ranging from never, rarely, sometimes, often and always. Five dimensions are
considered in the items: first dimension is practical reflection element, which includes six items and contains instruments,
facilities and real exercises of reflection, such as reports or records related to the lesson and observation. Second, is cognitive
element (six items) that deals with the efforts teachers do to develop their occupation. For example, participating in conferences
and workshops. Third one is affective components (three items) that are concerned with teacher’s reflection on students and
considering their background, way of learning and emotions during their attendance in their classes. Forth is metacognitive
subscale which includes seven items and comprises three dimensions, i.e. Teachers’ reflection on their beliefs, evaluation of their
performance and interpret their emotions and manners. The last one is critical component (seven items) which refers to teachers’
awareness of socio-political features of teaching and reflect on its impact on class process. For instance, mentioning subject like
race, gender and so on. The Cronbach alpha reliability of the questionnaire calculated by Akbari et al. (2010) is .91 which shows
high reliability. The possible range of score for this questionnaire with 29 items is between 29 and, 145, which the minimum score
obtained in this study is 67 and the maximum is 140.
2492

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
6
C. Procedure
The data were obtained through the three questionnaires: teachers' reflectivity, perfectionism and professional identity. As
mentioned before, English teachers participated in this research; therefore, initially the necessary information about the
questionnaire and the purpose of the study was given to the contributors. Then, a participant information form was administered
to collect demographic information about each respondent including: sex, email (optional), field of study and teaching experience.
In the following, in order to help the participants to respond honestly to the questions, we let them know that they would not need
to write their names and all the data would be collected anonymously. Three related questionnaires were then provided to them.
All questionnaires took about 15 minutes. However, they had enough time for answering the questions. If necessary, they could
take the questionnaires home, and after filling, deliver them to the researcher or supervisor of the institute. Since the number of
institutions was a lot and there were a few teachers per hour at the institute, the researcher decided to collect the rest of the data
online. So the questionnaires were distributed online through the Google Docs website. Finally, after collecting the questionnaires
and scoring them, the data analysis was done to see if there is a significant relationship between the mentioned variables.
D. Study Design and Analysis
This research was quantitative and it sought for the interrelationships among three variables. Within a correlation design in this
study Amos 24 statistical package was used to test the hypothesized model. In statistics, path analysis is used to describe the
directed dependencies among a set of variables. It can be viewed as a special case of structural equation modeling (SEM) in which
only single indicators are employed for each of the variables in the causal model.
Based on the theories presented in the first chapter, perfectionism may affect both teachers' reflectivity and professional
identity. Teachers' reflectivity and professional identity may also affect each other.
E. The Proposed Model
The following model is proposed to show the interrelationships among three variables (professional identity, perfectionism and
reflective teaching).
Figure 1. The proposed model of the relationships among main variables of the study
According to research done by Shokrollahi and Baradaran (2014), Iranian EFL teachers’ perfectionism significantly predict their
reflectivity. In addition, Musch (2013) reveals that adaptive perfectionists reported a more developed vocational identity there is a
meaningful relationship between professional identity and perfectionism. Accordingly, the more adaptive perfectionist teachers,
the higher levels of professional identity have.
As cited in Mantei& Kervin (2011), pliable thinking, wise decision, ready to make the necessary changes during the activity
(according to the conditions) are the results of continuous reflection on professional identity as a teacher (Rodman, 2010;
Walkington, 2005).
RESULTS
To check the normality of data distribution, the Kolmogorov-Smirnov test was employed. Table 1 presents the results of the
Kolmogorov-Smirnov test for Reflective Teaching, Perfectionism, and Professional Identity.
Table 1. The Results of K-S Test
Statistic
Df
Sig.
Reflective Teaching.62
148
.12
Perfectionism.66
148
.13
Professional Identity .55
148
.09
2493

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
4
As it can be seen, the obtained sig value for all variables is higher than .05. Therefore, it can safely be concluded that the data is
normally distributed across all the variables.
A. Descriptive Statistics
Table 2 presents descriptive statistics of variables of the study (Reflective Teaching, Perfectionism, and Professional Identity)
including the mean, standard deviation, maximum and minimum scores. The comparison of these scores appears in the following
pages.
Table 2. Descriptive Statistics of Reflective Teaching, Perfectionism, and Professional Identity
N
Min
Max
Mean
SD
Skewness
Kurtosis
Reflective Teaching
148
67.00
140.00
108.73
12.39
.02
-1.28
Perfectionism
148
79.00
164.00
128.08
14.74
.28
-.52
Professional Identity
148
30.00
70.00
47.87
8.17
.30
-1.39
The possible range of score for the Reflective Teaching with 29 items is between 29 and, 145, for Perfectionism with 35 items is
between 35 and 175, and for the Professional Identity with 14 items is between 14 and 70. As the table shows, the mean score of
teachers’ Reflective Teaching is 108.73 with standard deviation of 12.39 and the mean score of Perfectionism is 128.08 with
standard deviation of 14.74. Moreover, the mean score of Professional Identity is 47.87 with standard deviation of 8.17. In
addition, the table shows that number of teacher participant was 148.
Reliability of the Questionnaires
Table 3 summarizes the information obtained from Cronbach alpha analyses. As can be seen, the utilized questionnaires gained
acceptable indexes of Cronbach alpha as a whole.
Table 3. Results of Cronbach alpha indexes after reliability analysis
Scale
Number of items
Cronbach alpha
Reflective Teaching
29
.89
Perfectionism
35
.77
Professional Identity
14
.91
2494

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
4
As can be seen, the utilized questionnaires gained acceptable indexes of Cronbach alpha as a whole: Reflective Teaching .89,
Perfectionism .77, and Professional Identity .91.
B. Results of Research Questions
Result of Research Question One
Q1: To what extent professional identity and perfectionism explain reflective teaching in Iranian EFL teachers?
To answer the first research question, a multiple Regression was used to find the predictability power of two independent
variables (perfectionism and professional identity).
Table 4. The Model Summery
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
1
.57
.33
.32
14.30
a. Predictors: (Constant), Professional Identity, Perfectionism
As shown in the below Table 4, R 2 turned to be .333. It means that 33.3% of the variance of dependent variable (reflective
teaching) was explained by independent variables (perfectionism and professional identity).
Table5. Results of ANOVA of Perfectionism
Model
Sum of Squares
Df
Mean Square
F
Sig.
1
Regression
14786.99
2
7393.49
36.13
.000
Residual
29671.72
145
204.63
Total
44458.72
147
a. Dependent Variable: Reflective Teaching
b. Predictors: (Constant), Professional Identity, Perfectionism
Table 5 reports the results of ANOVA which is considered significant. This table uggests that the regression model predicts the
dependent variable significantly well. Here, P<0.000 which is less than 0.05 proffers that, overall, the regression model
statistically and significantly predicts reflective teaching.
Table 6 below shows the standardized Beta coefficients specifying the extent of the contribution of independent variables in
predicting dependent variable. Table 6. The Standardized Beta Coefficients
Model
Unstandardized
Coefficients
Standardized
Coefficients
T
Sig.
B
Std. Error
Beta
1
(Constant)
53.09
8.60
6.17
.000
Professional Identity
.607
.121
.42
5.03
.000
Perfectionism
.208
.083
.21
2.51
.013
a. Dependent Variable: Reflective Teaching
As the results show Professional Identity 42 % predicts Reflective Teaching positively and significantly (t= 5.03, p<.05).
Moreover, Perfectionism 21 % predicts Reflective Teaching positively and significantly (t= 2.51, p<.05). Therefore, teachers’
Professional Identity is a better predictor of teachers’ Reflective Teaching than teachers’ perfectionism.
Result of Research Question Two
Q2: To what extent is the proposed model for the interrelationships of professional identity, perfectionism and reflective teaching
appropriate for the Iranian EFL teachers?
In statistics, path analysis is used to describe the directed dependencies among a set of variables. It can be viewed as a special
case of structural equation modeling (SEM) in which only single indicators are employed for each of the variables in the causal
2495

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
5
model. That is, path analysis is SEM with a structural model, but no measurement model. The hypothesized model is shown in
Figure 2.
To examine the structural relations, the proposed model (Figure 2) was tested using Amos 24 statistical package. Figure 2 shows
the Path Analysis of the interrelationships between reflective teaching, perfectionism, and professional identity among Iranian
EFL teachers. A number of fit indices were examined to evaluate the model fit. Goodness of fit indices for model of path analysis
can be seen in Table 7. Table 7. Goodness of Fit Indices for Model of Path Analysis
X2/df
GFI
CFI
RMSEA
Acceptable fit
<3
>.90
>.90
<.08
Model
2.87
.93
.94
.077
As Table 7 shows, all the goodness of fit indices are within the acceptable range. Therefore, the model enjoyed perfect fit with
data. It can be concluded that the proposed Path model is appropriate for the Iranian context.
Fig.2: Proposed model of The Path Analysis
Fig.3: The Model of Reflective Teaching, Perfectionism, and Professional Identity
2496

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
5
Figure 3 shows the model of interrelationships between reflective teaching, perfectionism, and professional identity among
Iranian EFL teachers.
DISCUSSION
The current study attempted to investigate the possible interrelationship among the variables of teachers’ awareness of reflective
teaching, perfectionism and professional identity. The primary aim was testing a hypothesized model in which the
interrelationships among these variables were determined. What follows discusses the probable and logical reasons for different
interrelationships among the variables.
The first research question investigated any significant interrelationship among Iranian EFL teachers’ awareness of reflective
teaching, perfectionism and professional identity. According to Path analysis which was run in this study, perfectionism is a
positive significant predictor of reflective teaching (β= .21, p<0.05). The obtained results were in line with what Shokrollahi and
Baradaran (2014) found in their study. According to them, perfectionism is a significant predictor of teachers’ reflectivity. So, it
can be inferred that perfectionist teachers who set high standards for themselves tend to be reflective ones as well.
Next, based on the results of this study, professional identity is a positive significant predictor of reflective teaching (β= .42,
p<0.05). The obtained results were consistent with those of Farrel and Mom (2015). They came to the conclusion that teachers’
reflective teaching influence their beliefs and identities through time. As a result, it can be concluded that teachers’ reflectivity
can help them to improve their identities to become better teachers.
Finally, the results of this study indicated that perfectionism is a positive significant predictor of professional identity (β= .60,
p<0.05). The obtained findings were in line with what Musch (2013) found in her study. Her findings revealed that there is a
significant relationship among one’s different types of perfectionism and his/her identity.
Therefore, it shows that teachers’ perfectionism can enhance and improve their identities. In fact, the findings showed that
perfectionism has more correlation with professional identity (β= .60, p<0.05). All in all, according to Path analysis which was
run in the present study, there are significant interrelationships among three variables of teachers' awareness of reflective
teaching, perfectionism and their professional identity.
The second research question was whether the proposed model of associations and interrelationships among these three variables
shows enough adequacy for the context of Iran. As clarified through the literature (Shokrollahi & Baradaran, 2014; Ongen, 2011;
Olshtain & Kupferberg, 1998), three variables of teachers' awareness of reflective teaching, perfectionism and their professional
identity are associated with each other.
Data analysis showed that all the goodness of fit indices were within the acceptable range. So, it is concluded that the proposed
Path analysis model is appropriate for the Iranian context as the proposed model had perfect fit with the empirical data after
modification.
5. Conclusion
The present study has attempted to clarify the interrelationships among Iranian EFL teachers' awareness of reflective teaching,
perfectionism and their professional identity. Reflective teachers are those who think about their teaching and how to improve it.
They have some important features which might affect their reflectivity. One of them is identity. Teachers by knowing their
identity can be better reflectors. Also, those teachers who are perfectionists think more about improving their teaching and
classrooms. The findings showed that perfectionism helps teachers to improve and grow their professional identity.
It is noticed that perfectionism has more correlation with professional identity (β= .60, p<0.05) compared with reflective teaching
(β= .21, p<0.05). In o word, as the research indicated it is needed for teachers to be perfectionists and aware of their professional
identity in order to become reflective teachers.
The research about teachers’ reflective teaching and identity can help teachers to improve the educational system and become
more effective in their occupation. Besides, the obtained findings and results of this study can provide some implications for
language teaching and learning in the context of Iran. Zeichner and Liston (1987) highlighted the importance of teacher’s sel f-
awareness such as knowing their identities as a significant element of reflective teaching.
So, this study will help teachers to become reflective through self-awareness. According to Akbari et al. (2008), almost all of the
studies and claims about the effect of reflective teaching and practices have been theoretical. However, this study can provide
empirical evidences and issues for this field. The results of present study can sharpen EFL teachers’ knowledge about the value of
reflective teaching and awareness of their identities.
Also, this study implies that being a perfectionist helps to improve their reflection and professional identity. Above all, they can
learn what to teach and how to prepare materials and teach through repeated reflection about their teaching.
Finally, this study can be a good evidence and support to show teachers that through setting high standards for their career and
being a perfectionist, they can have a better understanding of their professional identity and the ways to value it and help its
growth.
2497

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
6
REFERENCES
1. Afshar, H. S., & Farahani, M. (2015). Reflective thinking and reflective teaching among Iranian EFL Teachers: Do gender and
teaching experience make a difference?. Procedia-Social and Behavioral Sciences, 192, 615-620.
2. Akbari, R., & Allvar, N. K. (2010). L2 Teacher characteristics as predictors of students’ academic achievement. The
Electronic Journal for English as a Second Language, 13(4), 1 –22.
3. Akbari, R. (2007). Reflections on reflective teaching: A critical appraisal of reflective
4. practices in L2 teacher education. System, 35, 192–207.
5. Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System,
38, 211e227.
6. Akbari, R., Kiani, G. R., Naeeni, M. I., & Allvar, N. k. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as
correlates of students’ achievement
7. outcomes. Iranian Journal of Applied Linguistics, 11(1), 1-28.
8. Alaee, M. (2015). Investigating the Relationship between Multiple Intelligences and Professional Identity of Iranian EFL
Teachers. Journal of Pan-Pacific Association of Applied Linguistics, 19(2), 1-21.
9. Ashforth, B. E., Schinoff, B. S., & Rogers, K. M. (2016). ―I identify with her‖, ―I identify with him‖: Unpacking the dynamics
of personal identification in organizations. Academy of Management Review, 41(1), 28-60.
10. Ashraf, H., Samir, A., & Yazdi, M. T. (2017). Brain Dominance Quadrants and Reflective Teaching among ELT Teachers: A
Relationship Study. International Journal of English Linguistics, 7(2), 63.
11. Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum
Journal, 24(3), 389-411.
12. Babaei, M., & Abednia, A. (2016). Reflective teaching and self-efficacy beliefs: Exploring relationships in the context of
teaching EFL in Iran. Australian Journal of Teacher Education, 41(9), 1.
13. Babai Shishavan, H., & Melbourne, V. (2010). The Relationship between Iranian English Language Teachers’ and Learners’
Gender and their Perceptions of an Effective English Language Teacher. English Language Teaching, 3(3), 3-10.
14. Bartlett, L. (1990). Teacher development through reflective teaching. Second language teacher education, 202-214NY:
Cambridge University Press.
15. Barrett, A. M. (2008). Capturing the differance: Primary school teacher identity in Tanzania. International Journal of
Educational Development, 28, 496-507.
16. Beijaard, D. (1995) Teachers’ prior experiences and actual perceptions of professional identity, Teachers and Teaching, 1(2),
281–294.
17. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and
teacher education, 20(2), 107-128.
18. Berzonsky, M. D. (1992b). Identity Style Inventory (ISI3): Revised Version. Unpublished measure, Department of
Psychology, State University of New York, Cortland, NY 13045.
19. Brown, P. S., & as a Foreign, T. E. (2007). Reflective teaching, reflective learning. Unpublished MA Thesis, Birmingham.
20. Burns, D. D. (1980). The perfectionist’s script for self-defeat. Psychology Today, Behavioral Assessment, 17, 323-334.
21. Butt, F. M. (2010). The role of perfectionism in psychological health: A study of adolescents in Pakistan. Europe’s Journal of
Psychology, 6(4), 125-147.
22. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and teacher education, 5(1), 43-51
23. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation
and commitment: Exploring the relationships between indicators of teachers’ professional identity. European journal of
psychology of education, 27(1), 115-132.
24. Çimer, S. O., & Paliç, G. (2012). Teachers' Perceptions and Practices of Reflection. Advances in Bioresearch, 3(1).
25. Chang, E. C. (2006). Perfectionism and Dimensions of Psychological Well–Being in a college Student Sample: A test of a
stress–Mediation Model. Journal of Social and Clinical Psychology, 25(9), 1001-1022.
26. Day, C., Flores, M. A., & Viana, I. (2007). Effects of national policies on teachers' sense of professionalism: Findings from an
empirical study in Portugal and in England. European Journal of Teacher Education, 30(3), 249-265.
27. Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and
unstable identities. British educational research journal, 32(4), 601-616.
28. Day, C., Sammons, P., Stobart, G., Kingston, A., & Qing Gu. (2007). Teachers matter: Connecting lives, work and
effectiveness. Maidenhead: Open University Press.
29. Dewey, J. (1938). Experience & Education. New York, NY: Kappa Delta Pi. ISBN 0-68483828-1
30. Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality
assessment, 49(1), 71-75.
31. Dolati, R., & Seliman, S. (2011). An investigation of Iranian students’ weaknesses in spoken English. Journal of Edupres,
1,94-99.
2498

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
7
32. Driscoll, M. P. 2000. Psychology of Learning for Instruction. (2nded.). Needham Heights, Ma: Allyn & Bacon.
33. Dunkley, D. M., & Blankstein, K. R. (2000). Self-critical perfectionism, coping, hassles, and current distress: A structural
equation modeling approach. Cognitive Therapy and Research, 24(6), 713-730.
34. Epstein, S., & Meier, P. (1989). Constructive thinking: a broad coping variable with specific components. Journal of
Personality and Social Psychology, 57, 332–350.
35. Fatemipour, H. (2013). The Effectiveness of reflective teaching tools in English language teaching. The Journal of Modern
Thoughts in Education, 4, 73–90
36. Fat’hi, J., Behzdpour, F. (2011). Beyond Method: The Rise of Reflective Teaching. International Journal of English
Linguistics, 1 (2), 241-251 http://doi:10.5539/ijel.v1n2p241.
37. Farrell, T. S. (2008). Reflective Practice in the Professional Development of Teachers of Adult English Language Learners.
CAELA Network Brief. Center for Adult English Language Acquisition.
38. Farrell, T. S., & Mom, V. (2015). Exploring teacher questions through reflective practice. Reflective Practice, 16(6), 849-865.
39. Fedewa, B. A., Burns, L. R., & Gomez, A. A. (2005). Positive and negative perfectionism and the shame/guilt distinction:
Adaptive and maladaptive characteristics. Personality and individual differences, 38(7), 1609-1619.
40. Finlay, L. (2008). Reflecting on reflective practice. PBPL paper, 52, 1-27.
41. Flett, G. L., & Hewitt, P. L. (2002). Perfectionism and maladjustment: An overview of theoretical, definitional, and treatment
issues. In P. L. Hewitt & G. L. Flett (Eds.), Perfectionism: Theory, research, and treatment (pp. 5-31). Washington, DC:
American Psychological Association.
42. Flett, G. L., Hewitt, P. L., & Hallett, C. J. (1995). Perfectionism and job stress in teachers. Canadian Journal of School
Psychology, 11, 32-42.
43. Flett, G. L., Russo, F. A., & Hewitt, P. L. (1994). Dimensions of perfectionism and constructive thinking as a coping response.
Journal of Rational-Emotive and Cognitive-Behavior Therapy, 12(3), 163-179.
44. Frost, R. O., Heimberg, R. G., Holt, C. S., Mattia, J. I., & Neubauer, A. L. (1993). A comparison of two measures of
perfectionism. Personality and individual differences, 14(1), 119-126.
45. Frost, R. O., Marten, P., Lahart, C. M., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and
Research, 14, 449-468.
46. Ghazalbash, N., & Afghari, A. (2015). Relationship between Burnout and Reflective Teaching among EFL Teachers.
International Journal of Foreign Language Teaching and Research, 3(12), 41-51.
47. Ghorbanzadeh, A., & Rezaie, G. (2016). The Relationship between English Language Teacher Perfectionism, Efficacy, and
Burnout. International Journal of Foreign Language Teaching and Research, 4(14), 97-106.
48. Griffiths, C. (2007). Language learning strategies: students' and teachers' perceptions. ElT Journal, 61(2), 91-99. Hamachek,
D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology: a Journal of Human Behavior, 15, 27 –33.
49. Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology, 15, 27-33.
50. Heads, A. M., & Castillo, L. G. (2014). Perfectionism and racial identity as predictors of life satisfaction in African American
female college students. Interamerican Journal of Psychology, 48(3).
51. Helms, J. E., & Parham, T. A. (1996). The racial identity attitude scale. Handbook of tests and measurements for Black
populations, 2, 167-174.
52. Hewitt, P. L., Flett, G. L., & Mikail, S. F. (2017). Perfectionism: a relational approach to conceptualization, assessment, and
treatment: Guilford Publications.
53. Hewitt, P. L., Flett, G. L., Turnbull-Donovan, W., & Mikail, S. F. (1991). The Multidimensional Perfectionism Scale:
Reliability, validity, and psychometric properties in psychiatric samples. Psychological Assessment: A Journal of Consulting
and Clinical Psychology, 3(3), 464.
54. Holland, J. J., Gottfredson, D. C., & Power, P. G. (1980). Some diagnostic scales for research in decision making and
personality: Identity, information, and barriers. Journal of Personality and Social Psychology, 39(6), 1191.
55. Horney, K. (1950). Neurosis and human growth. New York: Norton
56. Hughes, B. H. (2013). Making sense of professional identity through critical reflection: a personal journey. Reflective
Practice, 14(3), 336-347.
57. Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional adaptation. Administrative
science quarterly, 44(4), 764-791.
58. Jadidi, E., & Keshavarz, Z. (2013). The impact of Iranian EFL teachers’ reflection on their incorporation of strategy-based
instruction. International Journal of Language Learning and Applied Linguistics World, 4(3), 140-148
59. James-Wilson, S. (2001) The influence of ethnocultural identity on emotions and teaching, paper presented at the Annual
Meeting of the American Educational Research Association, New Orleans, April 2000.
60. Javadi, F., & Khatib, M. (2014). On the relationship between reflective teaching and teachers’ burnout. International Journal
of Research Studies in Language Learning, 3(4), 85–96.
2499

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
8
61. Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching
and teacher education, 18(1), 73-85.
62. Johnson, D. P., & Slaney, R. B. (1996). Perfectionism: Scale development and a study of perfectionistic clients in counseling.
Journal of College Student Development.
63. Khany, R., & Malekzadeh, P. Associations among EFL Teachers' Professional Identity, Professional Vitality, and Creativity.
This Journal is indexed in ISC and SID, 37.
64. Killion, J. P., & Todnem, G. R. (1991). A process for personal theory building. Educational Leadership, 48(6), 14-16.
65. Klibert, J. J., Langhinrichsen-Rohling, J., & Saito, M. (2005). Adaptive and maladaptive aspects of self-oriented versus
socially prescribed perfectionism. Journal of College Student Development, 46(2), 141-156.
66. Kompf, M., Boak, T., Bond, R., & Dworet, D. (Eds.). (1996). Changing research and practice: teachers' professionalism,
identities, and knowledge. Psychology Press.
67. Korthagen, F. A. J. (2001). Waar doen we het voor? Op zoek naar de essentie van goed leraarschap (What are we doing it for?
Searching for the essence of good teaching). University of Utrecht: IVLOS.
68. Kumaravadivelu, B. (1994). The postmethod condition:(E) merging strategies for second/foreign language teaching. TESOL
quarterly, 28(1), 27- 48.
69. Kung, C. S., & Chan, C. K. (2014). Differential roles of positive and negative perfectionism in predicting occupational
eustress and distress. Personality and Individual Differences, 58, 76-81.
70. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher
education, 19(2), 149-170
71. Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-
307.
72. Leong, F. T., & Chervinko, S. (1996). Construct validity of career indecision: Negative personality traits as predictors of
career indecision. Journal of Career Assessment, 4(3), 315-329.
73. Liston, D. P., & Zeichner, K. M. (2013). Reflective teaching: An introduction. Routledge.
74. Loughran, J. (1996). Developing reflective practice. Learning about Teaching and Learning through Modelling. Falmer
Press.
75. Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91, 822–839.
doi:10.1002/sce20209.
76. Lynd-Stevenson, R. M., & Hearne, C. M. (1999). Perfectionism and depressive affect: The pros and cons of being a
perfectionist. Personality and Individual Differences, 26, 549-562.
77. Mantei, J., & Kervin, L. (2011). Turning into Teachers before Our Eyes: The Development of Professional Identity through
Professional Dialogue. Australian Journal of Teacher Education, 36(1), 1-17.
78. Mathew, N. G. (2012). Reflective Classroom Practice for Effective Classroom Instruction. International Education Studies,
5(3), 205-211.
79. Mills, J. S., & Blankstein, K. R. (2000). Perfectionism, intrinsic vs extrinsic motivation, and motivated strategies for learning:
A multidimensional analysis of university students. Personality and Individual Differences, 29(6), 1191-1204.
80. Masoomi, M., & Habibi, P. (2016). Institutional Identity as a Predictor of EFL Teachers’ Degrees of Reflectiveness.
81. McMorrow, M., 2007. Teacher education in the postmethods era. ELT Journal, 61(4): 375
82. -377.
83. Motallebzadeh, K., Ahmadi, F., & Hosseinnia, M. (2018). The relationship between EFL teachers’ reflective practices and
their teaching effectiveness: A structural equation modeling approach. Cogent Psychology, 5(1), 1424682
84. Musch, E. (2013). The impact of perfectionism type on the career self-efficacy, vocational identity, and interest differentiation
of college students (Doctoral dissertation, The Florida State University).
85. Nias, J. (1989). Teaching and the self. In M. L. Holly, & C. S. McLoughlin (Eds.), Perspective on teacher professional
development (pp. 151–171). London: Falmer Press.
86. Nolan, J. & Huebner, T. (1989). Nurturing the reflective practitioner through instructional supervision: A review of the
literature. Journal of Curriculum and Supervision, 4(2),126-143.
87. Ochs, E., & Capps, L. (2001). Living narrative. Cambridge, MA: Harvard University Press.
88. Olshtain, E., & Kupferberg, I. (1998). Reflective-narrative discourse of FL teachers exhibits professional knowledge.
Language Teaching Research, 2(3), 185-202.
89. Öngen, D. E. (2011). The relationships among perfectionism, self criticism and identity styles in Turkish university
students. Procedia-Social and Behavioral Sciences, 30, 565-572.
90. Page, J., Bruch, M. A., & Haase, R. F. (2008). Role of perfectionism and five-factor model traits in career indecision.
Personality and Individual Differences, 45(8), 811-815.
91. Park, H., Choi, B. Y., Nam, S. K., & Lee, S. M. (2011). The role of career stress in the relationship between maladaptive
perfectionism and career attitude maturity in South Korean undergraduates. journal of employment counseling, 48(1), 27-36.
2500

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
9
92. Pema, L. W., & Hudgins, C. (1996, November). The Graduate Assistantship: Facilitator of Graduate Students’ Professional
Socialization. Paper presented at the annual meeting of the Association for the Study of Higher Education, Memphis, TN.
93. Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching,
19(6), 660-678.
94. Pishghadam, R., & Akhoondpoor, F. (2011). Learner perfectionism and its role in foreign language learning success, academic
achievement, and learner anxiety. Journal of Language Teaching and Research, 2(2), 432-440.
95. Prabhu, N. S. (1990). There is no best method—why?. Tesol quarterly, 24(2), 161-176.
96. Reardon, R. C., & Lenz, J. G. (1998). The Self-Directed Search and related Holland career materials: A practitioner’s
guide.Odessa, FL: Psychological Assessment Resources, Inc.
97. Rezvani, R., Pakdaman, S., & Bigdeli, R. A. (2015). Teacher Perfectionism and Iranian English Language Learners’
Motivation and Achievement. BEYOND WORDS, 3(2), 184-192.
98. Rice, K. G., & Ashby, J. S. (2007). An efficient method for classifying perfectionists. Journal of Counseling Psychology,
54(1), 72.
99. Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning.
Ernst Klett Sprachen.
100. Richards, J. C., & Lockhart, C. (1996). Interaction in the second language classroom. Readings in Methodology, 66.
101. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record,
104(4), 842-866.
102. Rodgers, C. R., & Scott, K. H. (2008). 40 The development of the personal self and professional identity in learning to teach.
103. Rodman, G. J. (2010). Facilitating the teaching-learning process through the reflective engagement of preservice teachers. The
Australian Journal of Teacher Education, 35(2), 0-34.
104. Ross, E. W., Cornett, J. W., & McCutcheon, G. (1992). Teacher personal theorizing and research on curriculum and teaching.
Teacher personal theorizing: Connecting curriculum practice, theory, and research, 3-18.
105. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books Inc.
106. Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass Higher Education Serie.
107. Shafran, R., Cooper, Z., & Fairburn, C. G. (2002). Clinical perfectionism: A cognitive–behavioural analysis. Behaviour
research and therapy, 40(7), 773-791.
108. Sharifi, S., & Abdolmanafi Rokini, J. (2014). The effect of reflective teaching on pre-service teachers’ learning and teaching
development in a learner-cantered
109. situation. International journal of language learning and applied linguistics
110. world, 5(4), 49-58.
111. Shokrollahi, M. & Baradaran, A. (2014). On the relationship between Iranian EFL teachers’ perfectionism and their
reflectivity. International Journal of Language Learning and Applied Linguistics World, 7(3), 13-28.
112. Slaney, R. B., Rice, K. G., Mobley, M., Trippi, J., & Ashby, J. S. (2001). The revised Almost Perfect Scale. Measurement and
Evaluation in Counseling and Development, 34, 130145.
113. Slyter, M. J. (2000). An exploratory study on the relationship between perfectionism and the subscales of the Strong Interest
Inventory. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 9983091)
114. Smith, M. M., Saklofske, D. H., Yan, G., & Sherry, S. B. (2015). Perfectionistic strivings and perfectionistic concerns interact
to predict negative emotionality: Support for the tripartite model of perfectionism in Canadian and Chinese university
students. Personality and Individual Differences, 81, 141-147.
115. Stoeber, J., & Rambow, A. (2007). Perfectionism in Adolescent School Students: Relations
116. with Motivation, Achievement, and Well-being. Personality and Individual Diơerences, 42:1379-1389.
117. Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and
burnout. Anxiety, stress, and coping, 21(1), 37-53.
118. Thompson, R., & Zuroff, D. C. (2004). The Levels of Self-Criticism Scale: comparative self-criticism and internalized self-
criticism. Personality and individual differences, 36(2), 419-430.
119. Tice, J. (2002). Reflective teaching: Exploring our own classroom practice. BBC/British Council Teaching English. Retrieved
May 15, 2007, from http://www.teachingenglish.org.uk/ think/methodology/reflection/shtml
120. Urzu´a, A & Va ´squez, C. (2008). Reflection and professional identity in teachers’ future-oriented discourse. Teaching and
Teacher Education, 24, 1935-1946.
121. Valli, L. (1997). Listening to other voices:A description of teacher reflection in the United States. Peabody Journal of
Education, 72(1), 67-88.
122. Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: three perspectives
and beyond. Journal of Language, Identity & Education, 4(1), 21-44.
123. Vermunt, J. D. (1995). Process-oriented instruction in learning and thinking strategies. European Journal of Psychology of
Education, 10(4), 325.
2501

JOURNAL OF CRITICAL REVIEWS
ISSN- 2394-5125 VOL 7, ISSUE 10, 2020
10
124. Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-
Pacific Journal of Teacher Education, 33(1), 53-64.
125. Windschitl M (2002) Framing constructivism in practice as the negotiation of dilemmas: an analysis of the conceptual,
pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, vol 72, no 2, pp 131–175.
126. Yost. D, Sentner, S., & Frolenza-Baily, A. (2000). An examination of the construct of critical reflection: Implications for
teacher education programming in the 21stcentury. Journal of ducation, 51(1), 31-65.
127. Zeichner, K., & Liston, D. (1996). Reflective Teaching: An Introduction (Reflective Teaching and the Social Conditions of
Schooling Series).
128. Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard educational review, 57(1), 23-49.
129. Zeichner, K. M., & Liston, D. P. (2013). Reflective teaching: An introduction: Routledge
2502