The Experience Paradox: Novice Advantages in Instructional Support and Expert Gains in Classroom Organization in Afghan EFL Settings
DOI:
https://doi.org/10.64229/y7hsv248Keywords:
Teaching Quality, EFL Teachers, Classroom Assessment Scoring System (CLASS), Teaching Experience, Afghanistan, Classroom Observation, Professional DevelopmentAbstract
Introduction: Teacher quality is a primary determinant of student achievement, yet the relationship between years of teaching experience and measurable classroom quality remains contested. This study adapts a standardized observational approach to examine whether years of experience relate to observable teaching quality among grade-7 EFL teachers in Afghanistan.
Method: Classroom interactions of 90 Grade-7 EFL teachers across multiple provinces were observed using the Classroom Assessment Scoring System (CLASS K-3). Teachers were grouped as beginning (0-3 years, n=33), transitioning (4-5 years, n=27), and experienced (>5 years, n=30). Each class was observed in two 30-minute cycles by trained observers; inter-rater reliability and internal consistency were confirmed (pilot Cronbach’s α = .93). Multivariate analysis of variance (MANOVA) and Scheffé post hoc tests were used to compare domain and dimension scores.
Results: Multivariate tests indicated significant group differences (Wilks’ Λ = 0.198, F = 35.4, p < .001, η² = .555). In the adapted dataset, beginning teachers displayed higher mean scores on Emotional Support and Instructional Support domains, whereas experienced teachers outperformed others on Classroom Organization (behavior management, productivity, and regard for student perspectives). Transitioning teachers often showed intermediate values.
Conclusion: If replicated in Afghanistan, these patterns would imply early-career strengths in emotional and instructional interactions and experience-related gains in classroom management - suggesting the need for targeted, stage-sensitive professional development.
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Copyright (c) 2025 Muhammad Nazeer Jalili, Mansor Ahmad Abdul Rahimzai (Author)
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