Developing and Validating a Multicultural Model for Iranian High School English Language Teachers’ Effectiveness

This study aimed to develop and validate a multicultural model for Iranian high school English language teachers’ effectiveness. To this end, a grounded theory design was used. The participants consisted of 51 (28 males and 23 females) Iranian English teachers who were selected through available sampling. For the purpose of data collection, a semi-structured interview was used. To analyze the data, the interview data and the content of the relevant files collected through reviewing the literature were exposed to manual thematic analysis through open, axial and selective coding. As revealed by the results, the following perceptions were extracted concerning pluralistic teacher effectiveness: Having Verbal and Non-Verbal Communication with Learners, Recognizing Differences among Students’ Learning Strategies, Having Preliminary Knowledge of Different Subjects, etc. Moreover, regarding the components of multicultural teacher effectiveness as reflected in the existing literature, the following themes were identified: Being Friendly with all Students, Providing all Students with Comments, Making Students Creative, etc. Additionally, a multicultural model for Iranian high school English language teachers’ effectiveness was developed which consisted of three main categories and some sub-categories. The findings have some implications for different groups of stakeholders, including EFL teachers, teacher educators, and teacher education material developers.