Investigating the Impact of Job Satisfaction/Dissatisfaction on Iranian English Teachers' Job Performance

Autor/inn/en	Afshar, Hassan Soodmand; Doosti, Mehdi
Titel	Investigating the Impact of Job Satisfaction/Dissatisfaction on Iranian English Teachers' Job Performance
Quelle	In: Iranian Journal of Language Teaching Research, 4 (2016) 1, S.97-115 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; Job Satisfaction; English Teachers; English (Second Language); Job Performance; Secondary School Teachers; Questionnaires; Teacher Effectiveness; Student Evaluation of Teacher Performance; Self Evaluation (Individuals); Semi Structured Interviews; Differences; Secondary School Students; Teacher Motivation; Iran + Suchen Sie Ihr Suchwort? Ausland; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Work performance; Arbeitsleistung; Fragebogen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterscheiden; Sekundarschüler
Abstract	As part of a large-scale project, this study investigated the differences between satisfied and dissatisfied Iranian junior secondary school English teachers in terms of their job performance. To this end, 64 Iranian English teachers and 1774 of their students completed a validated questionnaire specifically developed to investigate EFL teachers' job performance. The results indicated that satisfied teachers significantly differed from their dissatisfied counterparts in terms of their job performance suggesting that the observed differences in their job performance might have mainly been caused by the degree to which they were satisfied with their profession. The results also showed a significant difference between students' evaluation of their teachers' job performance and the teachers' self-evaluation of their job performance. Furthermore, through a semi-structured interview, the most crucial factors contributing to poor job performance of dissatisfied Iranian secondary school EFL teachers were identified to be an insufficient subject and pedagogic knowledge, unequal attention to individual students, lack of professional commitment, interpersonal relationship problems, and demotivation. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://www.urmia.ac.ir/ijltr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01