An investigation into factors contributing to Iranian secondary school English teachers’ job satisfaction and dissatisfaction

Afshar, Hassan Soodmand; Doosti, Mehdi

doi:10.1080/02671522.2015.1037335

Cited by 23 publications

(10 citation statements)

References 18 publications

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“…As mentioned previously, Iranian EFL teachers experience a wide range of conundrums, which are not limited to pedagogical aspects and involve the multiplex of educational, social, economic, and temporal challenges. Such issues, most notably the very low payment as indicated in qualitative data, may lead the teachers to experience pressure in their social life, which is likely to influence their educational performance (for a complete discussion see Soodmand Afshar & Doosti, 2016). This point was emphasized by the teachers in referring to the role of various internal and external factors in their performance, especially in their institutional identity (Li, 2020).…”

Section: Discussionmentioning

confidence: 99%

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

Nazari

Oghyanous

2021

Cogent Education

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The present mixed methods study examined the relationships among Iranian English as a Foreign Language (EFL) teachers' turnover intentions, occupational stress, psychological well-being, and grit in light of their teaching experience. The participants of the study were a total of 325 EFL teachers (138 novice and 187 experienced). To collect the data, four instruments of occupational stress, turnover intentions, grit, and well-being were administered to the participants, followed by semi-structured interviews with 20 teachers. Data analyses indicated that the novice and experienced teachers' occupational stress/turnover intentions and grit/ psychological well-being were significantly correlated. The results also revealed that the strength of relationship between occupational stress/turnover intentions and grit/psychological well-being is significantly higher for novice teachers than the experienced teachers. The analysis of the interviews indicated that while occupational stress collectively influences the teachers' identity, emotions, and retaining in the profession, their well-being was largely defined in light of various institutional and socioeconomic factors. The results of the study are discussed and implications for teacher education are provided.

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Section: Discussionmentioning

confidence: 99%

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

Nazari

Oghyanous

2021

Cogent Education

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“…This result implies that policymakers should pay more attention to unmarried teachers’ hygiene and motivation needs, including career development, recognition, and incentive. Besides, English/art teacher’s pay more attention to hygiene factors than non-English/art teachers, this may be because the salaries of English teachers in rural areas are relatively insufficient compared with civil servants ( Soodmand Afshar and Doosti, 2016 ). If English /art teachers choose to work in the off-school tutoring institution, they can get more compensation.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

An empirical study on ‘how to retain rural teachers with emphasis on hygiene or motivation factors’: A case of Western China

Jiang

Yao²,

Yu³

et al. 2023

Front. Psychol.

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How to retain prominent teachers is a fundamental problem for rural education in less developed countries. However, the critical institutional factors affecting teachers’ turnover intention still need to be better understood. According to Herzberg’s motivation-hygiene theory, this study examines the effects of hygiene factors (rural incentive policy, personnel policy, and teacher pay) and motivation factors (advancement, work itself, and achievement) on rural teachers’ turnover intention. Based on a sample of 973 rural teachers, the results from structural equation modeling (SEM) showed that both hygiene factors and motivation factors can significantly reduce the turnover intention of rural teachers. Meanwhile, the effect of motivation factors is greater than that of hygiene factors. It was also confirmed that marital status, age, and teaching subject have a significant moderation effect on the relationship between motivation/hygiene factor and turnover intention, whereas gender has no significant moderation effect. Theoretical and practical implications for attracting and retaining rural teachers are discussed.

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“…(Teacher 39, 20/08/2017) According to the teachers' comments, job satisfaction influenced Iranian EFL teachers' LTCs. The data revealed that satisfaction could either avert positive attitudes or raise proper insight on teachers' evaluation of the profession (Borg, 2015;Soodmand Afshar & Doosti, 2016).…”

Section: Teacher Job Satisfactionmentioning

confidence: 99%

Factors influencing language teacher cognition: An ecological systems study

Mohammadabadi

Ketabi

Nejadansari

2019

SSLLT

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Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs.

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An investigation into factors contributing to Iranian secondary school English teachers’ job satisfaction and dissatisfaction

Cited by 23 publications

References 18 publications

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

An empirical study on ‘how to retain rural teachers with emphasis on hygiene or motivation factors’: A case of Western China

Factors influencing language teacher cognition: An ecological systems study

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