Exploring the Relationship between Iranian EFL Teachers’ Professional Competence and Job Satisfaction: A Mixed-methods Study (Research Paper)

Document Type : Original Article

Authors

1 Department of English, Islamic Azad University of Shharekord, Shharekord, Iran.

2 Department of English Language Teaching, University of Ayatollah Ozma Borujerdi, Borujerd, Iran.

Abstract

Although it has been over three decades that teachers’ professional competence has gained considerable attention, its relationship with and effects on job satisfaction has remained unexplored in the EFL context of Iran. Thus, the present mixed-methods study aims to explore the correlation between Iranian EFL teachers’ professional competence and job satisfaction. To this aim, a total of 290 EFL teachers, including males (n=164) and females (n=126) for the quantitative part and a sample of 21 EFL teachers, entailing males (n=11) and females (n=10) for the qualitative part were selected using a random sampling method. The participants completed an EFL Teachers’ Professional Competence Questionnaire and Teachers’ Job Satisfaction Questionnaire, as well as participated in semi-structured interviews. The collected data were analyzed using Pearson correlation analysis, multiple regression analysis, and content analysis. The findings evidenced a moderate positive correlation between the EFL teachers’ professional competence and job satisfaction. Additionally, the results documented that the EFL teachers’ job satisfaction was affected by knowledge, attitudes, and skills factors related to professional competence. Furthermore, the complementary qualitative results yielded four recurring themes, including ‘increased job motivation’, ‘improved teaching self-efficacy’, ‘promoted student learning’, and ‘effective organizational performance’. The study ends with presenting a range of implications and suggestions for further research.

Keywords

Article Title [Persian]

بررسی رابطه بین شایستگی حرفه ای معلمان زبان انگلیسی ایرانی و رضایت شغلی: مطالعه ترکیبی

Authors [Persian]

  • احسان نمازیان دوست 1
  • زینب عزیزی 2
  • افشین رضایی 2
1 دکترای زبان شناسی کاربردی، گروه زبان انگلیسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران
2 استادیار، دانشگاه آیت الله بروجردی، لرستان، ایران
Abstract [Persian]

اگرچه بیش از سه دهه است که صلاحیت حرفه ای معلمان مورد توجه قرار گرفته است، اما رابطه و تأثیرات آن بر رضایت شغلی در زمینه EFL ایران ناشناخته باقی مانده است. بنابراین، مطالعه ترکیبی حاضر با هدف بررسی همبستگی بین شایستگی حرفه‌ای معلمان زبان انگلیسی زبان ایرانی و رضایت شغلی انجام شده است. برای این منظور، در مجموع 290 معلم زبان انگلیسی، شامل مرد (164 نفر) و زن (126 نفر) برای بخش کمی و یک نمونه 21 نفر از معلمان زبان انگلیسی، شامل مرد (11 نفر) و زن (10 نفر) ) برای بخش کیفی به روش نمونه گیری تصادفی انتخاب شدند. شرکت کنندگان یک پرسشنامه صلاحیت حرفه ای معلمان زبان انگلیسی و پرسشنامه رضایت شغلی معلمان را تکمیل کردند و همچنین در مصاحبه های نیمه ساختاریافته شرکت کردند. داده های جمع آوری شده با استفاده از تحلیل همبستگی پیرسون، تحلیل رگرسیون چندگانه و تحلیل محتوا مورد تجزیه و تحلیل قرار گرفت. یافته ها نشان داد که بین شایستگی حرفه ای معلمان زبان انگلیسی و رضایت شغلی همبستگی مثبت متوسطی وجود دارد. علاوه بر این، نتایج نشان داد که رضایت شغلی معلمان زبان انگلیسی تحت تأثیر عوامل دانش، نگرش و مهارت‌های مرتبط با شایستگی حرفه‌ای است. علاوه بر این، نتایج کیفی مکمل چهار موضوع تکرار شونده را به همراه داشت، از جمله «افزایش انگیزه شغلی»، «بهبود خودکارآمدی تدریس»، «ارتقای یادگیری دانش‌آموز» و «عملکرد سازمانی مؤثر». این مطالعه با ارائه طیف وسیعی از مفاهیم و پیشنهادات برای تحقیقات بیشتر به پایان می رسد.

Keywords [Persian]

  • صلاحیت حرفه ای؛ رضایت شغلی؛ معلمان زبان انگلیسی زبان ایران
  • تحلیل محتوا، مطالعه به روش ترکیبی

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History

  • Receive Date: 07 November 2021
  • Revise Date: 30 November 2021
  • Accept Date: 11 December 2021

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