|
چکیده
|
This study investigated the relationship between Iranian EFL teachers’ reflection , job satisfaction, autonomy, and their job performance. To this end, the researchers selected, through convenience sampling, 126 Iranian EFL teachers as the participants of the study who were asked to fill out four Likert scale questionnaires; namely, English language-teaching reflection inventory which designed and validated by Akbari, Behzadpoor and Dadvand (2010), teacher motivation and job satisfaction questionnaire, developed and validated by Soodmand Afshar and Doosti (2016), teacher autonomy survey, originally designed by Pearson and Moomaw (2006), and adopted and validated by Nguyen and Walkinshaw (2018), and finally Successful Iranian English Teacher Questionnaire (SIETQ) developed and validated by Moafian and Pishghadam(2009). Besides, to mix the study for triangulation purpose and to increase the validity of the outcomes, a semi-structured interview was conducted with 25 participants selected randomly. The results of Pearson correlation analyses indicated that there was a significant positive relationship between Iranian EFL teachers’ a) reflection and their job performance, b) job satisfaction and their job performance, c) autonomy and their job performance. Moreover, the results of multiple regression analysis revealed that job satisfaction was a stronger predictor of Iranian EFL teachers’ job performance followed by teachers’ reflection and autonomy. The implications of the study are discussed in detail in the paper.
|