Language, Identity and the Digital Realm

Language, Identity and the Digital Realm

A Study of the Predictors of TEFL and Non-TEFL Teachers’ Motivation in Language Institute Settings

Document Type : Original Article

Authors
1 Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran.
2 English Language and Literature Department, Urmieh University, Pardis Campus, Iran.
Abstract
The present study scrutinized the main factors in TEFL and non-TEFL teachers’ motivation. Furthermore, it examined the difference between the motivation of these teacher groups. To this end, the researchers used convenience sampling to select 283 TEFL and 229 non-TEFL teachers at 23 reputable language institutes in Urmia (Iran) as the participants. Moreover, they used six reliable and valid questionnaires to examine these participants’ teacher motivation, teaching enjoyment, teacher reflection, psychological well-being at work, emotion regulation, and work engagement. Lastly, they analyzed the obtained data using multiple-regression test and t-test. The results of the study indicated that TEFL teachers’ teaching enjoyment, work engagement, and teacher reflection were the main factors in their motivation. On the other hand, non-TEFL teachers’ psychological well-being at work, emotion regulation, and work engagement were the significant predictors of their motivation. Furthermore, TEFL teachers’ motivation was significantly higher than that of non-TEFL teachers. The results of the study are likely to provide guidelines on the development of education courses and manuals for TEFL and non-TEFL teachers in foreign language contexts.
Keywords

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