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2 Polish Psychological Bulletin

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Probing EFL Teachers’ Job Motivation in the Light of Intra-individual Level Predictors

100%

Ghanizadeh A. , Royaei N.

nr 3

375-382

The present study aims to scrutinize teacher motivation in relation to two individual level predictors, namely, self-efficacy and burnout among English as a foreign language (EFL) teachers. To this end, 142 English as a foreign language (EFL) teachers were selected from various English language institutes of Mashhad and Tehran, two cities in Iran. They were requested to complete three questionnaires: the Maslach Burnout Inventory, the Teachers’ Sense of Efficacy Scale, and the Work Tasks Motivation Scale for Teachers. The findings obtained via SEM revealed that the proposed model had a good fit with the empirical data. In particular, it was found that job motivation contributed significantly to burnout depletion. It was also revealed that self-efficacy positively predicted job motivation, and burnout negatively influenced self-efficacy. However, self-efficacy surpassed motivation in predicting EFL instructors’ burnout. Results were discussed from both theoretical standpoints as well as previous empirical findings. Finally, implications were presented.

EFL Teachers’ Reflective Teaching: A study of its Determinants, Consequences, and Obstacles

80%

Tabassi F. , Ghanizadeh A. , Beigi P. G.

nr 3

201-218

Being reflective is one of the most paramount features that EFL (English as a Foreign Language) teachers need to be equipped with in the post-method era for their professional growth and development. The present study aimed to explore reflective teaching from a multi-dimensional perspective in terms of a) determinants that simulates teachers to reflect, b) consequences that teachers experience as a result of their reflective teaching, and c) obstacles that may arise and preclude teachers from reflective teaching. Qualitative data collection method was employed to gather data from 10 EFL teachers triangulating semi-structured interviews, diaries, journal, and observation. Data analysis via MAXQDA led to the emergence of three models for each dimension of the study. The results revealed that teachers not only reflect to respond to a problem, but also they reflect to diminish some negative factors like stress or anxiety on the part of both learners and themselves as well as improving, enhancing, or mending something in teaching or learning. The codes of determinants were also conceptualized into three broad categories of reflection-in-action, reflection-on-action, and reflection-for-action with the reflection-for-action used more frequently by the teachers. In the case of consequences, the codes were classified into two categories of internal and external consequences. It was also concluded that some of the consequences reinforce the reflective teaching and play the role of determinants motivating teachers to reflect again. Regarding the obstacles, after categorizing the codes into external and internal obstacles, it was observed that external factors are more robust.