A Qualitative In-Depth Analysis of the Determinants and Outcomes of EFL Teachers' Motivation and Demotivation

Autor/inn/en	Pourtoussi, Zahra; Ghanizadeh, Afsaneh; Mousavi, Vahid
Titel	A Qualitative In-Depth Analysis of the Determinants and Outcomes of EFL Teachers' Motivation and Demotivation
Quelle	In: International Journal of Instruction, 11 (2018) 4, S.175-190 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Motivation; Teacher Attitudes; Student Motivation; Educational Environment; Foreign Countries; Teacher Salaries; Peer Relationship; Classroom Environment; Textbooks; Job Satisfaction; Goal Orientation; Teacher Student Relationship; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Lehrerbesoldung; Lehrervergütung; Peer-Beziehungen; Klassenklima; Unterrichtsklima; Textbook; Text book; Schulbuch; Lehrbuch; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Zielorientierung; Zielvorstellung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The current study probed qualitatively the antecedents and consequences of teachers' motivation and demotivation among Iranian English as foreign language (EFL) teachers. To conduct the study, four different kinds of qualitative methods were triangulated, including interviews, diaries, journal, and open-ended questions. To analyze the obtained data, MAXQDA 10 software was used offering the researchers a wide variety of visual tools, diagrams, and tables. The results demonstrated that the antecedents encompassed two broad factors (job-related factors and immediate environment) and a number of sub-factors. Besides, the consequences have three main categories (physical, behavioural, and attitudinal) and a host of sub categories. All in all, the results demonstrated that most of the antecedents and consequences were external rather than internal; so, it is recommended that teaching environment should be enhanced both physically and professionally in order to promote teacher motivation conducive to learner motivation and effective learning. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01