Probing EFL Teachers' Perceptions of Learners' Success Factors and its Contribution to Their Goal-Orientations and Organizational Commitment

Abstract

The present study explored the contribution of English as a foreign language (EFL) teachers' perceptions of their learners' achievement to their goal-orientations. It also examined the relationship between their goal-orientations and organizational commitment via correlational analysis. The third aim of this study was to investigate the determinants of EFL learners' success/failures based on EFL teachers' viewpoint via semi-structured interviews. To achieve these objectives, 90 English as a foreign language (EFL) teachers from different foreign language institutes of Mashhad, Iran took part in this study. They were asked to complete three questionnaires: 'Perceptions of teacher, student, and family factors influencing student performance', 'Organizational Commitment Questionnaire' (OCQ), Achievement goals for teaching. Findings via correlation analysis indicated that mastery goal orientations had a positive relationship with teachers' organizational commitment. In addition, among teachers' perceptions of their learners' achievement, findings indicated that studentrelated factors had a high correlation with mastery goal-orientations. Moreover, results from interview proved that EFL teachers perceived teacher-related factors as the main cause of learners' success or failures. Findings are discussed with respect to their implications for both theory and teacher education.

Staff Commitment in Ugandan Public Universities: Does Servant Leadership Matter?

“…Thus, the Mowday et al (1979) OCQ was used to gauge the organizational commitment of the staff. Research studies by (Babatope et al, 2023;Bishop et al, 2023;and Royaei et al, 2020) on organizational commitment have made extensive use of the 15 items of the OCQ (e.g., I am willing to put in a great deal of effort beyond what is normally expected for this school to be successful. In this study, participants were asked to use a five-point Likert-type scale, from 1 (strongly disagree) to 5 (strongly agree), to indicate how much they agreed with the statements.…”