Investigating the Effectiveness of Teaching Glasser's psychological choice theory in Foreign Language Teacher Education Courses on Changing Teacher Attitudes Towards Teaching

The purpose of this research is to investigate the effectiveness of teaching Glasser's psychological choice theory in training-the-trainer courses on qualitative development in education. The need for this research is to address the issue of educational needs and empowerment of language learners by teachers. The above research is of an applied type and its statistical population includes a group of 40 foreign language teachers (French and English) who were randomly divided into two groups of 20 (experimental group and controls). The experimental group was trained in a teacher training course called Strategies for Teaching Foreign Languages and learned the concepts of Glasser's choice theory. The control group had received no training. The two groups of teachers were evaluated twice by pre-test and post-test using a questionnaire. Our hypothesis in this study is based on the fact that the teaching of Glasser's choice theory in the trainer training course is effective on the evolution of the teaching model of French and English language teachers. To test the above hypothesis, an analysis of covariance was used. The results of this study show that the auxiliary random variable (F = 357.360) at the level of error (0.01≥P) is significantly related to the dependent variable. There is a significant difference between the pre-test and post-test scores; the control and the experimental group have a significant difference in the post-test score. Teaching Glasser's choice theory in the train-the-trainer course was effective in changing the post-test stage French and English teacher teaching model by 90.6%.