EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships

Abstract

Concentrating on job satisfaction and five school context variables—teacher autonomy, collegial support, time pressure, student demotivation, and student discipline problems—this study explored the interplay of these variables with reflective teaching and their relative contributions to prediction of teacher reflection. Data were collected from 181 Iranian high school teachers. The results of correlational analysis revealed that all independent variables significantly correlated with teacher reflection. Strong positive relationships were found between job satisfaction, teacher autonomy, and reflective practice. Time pressure, student demotivation, and student discipline problems strongly and negatively correlated with reflective teaching. Moreover, a small positive correlation was found between supportive social climate and reflective practice. The results of multiple regression indicated that, except for supportive social climate, all independent variables made statistically significant contributions to prediction of teacher reflection. Considering the shaping influence of educational policies on correlates of teacher reflection, the findings reflect the necessity of reform in policy makers’ approach. Implying English as a foreign language (EFL) teachers’ ignorance of collaborative dimensions of reflective practice, the results call attention to the importance of preservice and in‐service teacher educational programs and the necessity of effective monitoring systems supervising public school teachers.

The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

“…To implement CSA, empowering learners with higher-order thinking skills is strongly suggested (Amirian et al, 2022;Heydarnejad, Abdel-Al Ibrahim, et al, 2022). RT is a problem-solving tool and enables learners to stop, step back, think deeply, measure, analyze, synthesize, and make thoughtful decisions (Aliakbari et al, 2020;Namaziandost, Heydarnejad, & Rezai, 2022). As a zoom lens strategy for taking a deeper look at assessment, RT calls learners' attention, and they gain an appreciation for the cognitive and affective window of language learning and assessment (Ayoobiyan & Rashidi, 2021;Shirazizadeh et al, 2019;Syairofi et al, 2022).…”

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

“…By extension, one might think that a heated research trend—as, for example indicated by the large number of “research publications that refer to the term ‘translanguaging’” (Li & Garcia 2022, p. 2)—might not be necessarily interpreted as a significant indicator of actual language teaching and learning practices. Given teachers' working conditions and the sources of their teaching ideas and practices in Iran and elsewhere (e.g., Aliakbari, Khany, & Adibpour, 2020; Crookes & Arakaki, 1999; Johnston, 1997), even if they do hear about critical ideas, they may not apply them because of the overwhelming influence of the images and forces of mainstream language teaching.…”

Nursing workforce competencies and job satisfaction: the role of technology integration, self-efficacy, social support, and prior experience

“…Social support has been found to have a favorable influence on job satisfaction [ 31 ]. According to the findings of the study, workers who received high levels of social support reported higher levels of happiness in their jobs compared to workers who received low levels of social support.…”