A Qualitative In-depth Analysis of the Determinants and Outcomes of EFL Teachers’ Motivation and Demotivation

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,...

Full description

Saved in:
Bibliographic Details
Published inInternational Journal of Instruction Vol. 11; no. 4; pp. 175 - 190
Main Authors Pourtoussi, Zahra, Ghanizadeh, Afsaneh, Mousavi, Vahid
Format Journal Article
LanguageEnglish
Published International Journal of Instruction 01.10.2018
Subjects
Classroom Environment
Educational Environment
English (Second Language)
Foreign Countries
Goal Orientation
Job Satisfaction
Language Teachers
Peer Relationship
Second Language Instruction
Second Language Learning
Student Motivation
Teacher Attitudes
Teacher Motivation
Teacher Salaries
Teacher Student Relationship
Textbooks
Iran
Online AccessGet full text

Cover

More Information
Summary: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.
ISSN:1694-609X
1308-1470
DOI:10.12973/iji.2018.11412a