Academic journal article English Language Teaching

Relationship between Teachers' Job Satisfaction and Their Attitudes towards Students' Beliefs and Motivation

Academic journal article English Language Teaching

Relationship between Teachers' Job Satisfaction and Their Attitudes towards Students' Beliefs and Motivation

Article excerpt


Many studies have been done in the developed countries due to the importance of job satisfaction; however, only a limited number of studies have been conducted on teachers' job satisfaction in Iran. This study is an attempt to investigate the relationship between teachers' job satisfaction and their attitudes towards students' beliefs and motivation.To this end, both qualitative and quantitative research methods including interview protocols and questionnaire were utilized. To collect data, in the quantitative part of the study, a validated questionnaire was administered to sample of 340 among the English teachers, teaching in Iranian language institutes in Isfahan. After gathering the questionnaires, those teachers willing to be interviewed were selected for in-depth interview. Both quantitative and qualitative data were categorized, coded and analyzed based upon the main themes and the respective research questions. The results revealed that there are empirically positive significant relationships (t > 2.56, P < 0.001) between teachers' job satisfaction and their attitudes toward students' motivation and beliefs. Moreover, the interviews showed that teachers' level ofjob satisfaction was high, although they are not satisfied with financial matters. The finding can shed more light on the area of teachers' job satisfaction and related factors to have better understanding of the relationship between job satisfaction and job performance. Furthermore, educational institutions through considering the results of the study can improve teachers' perceptions of their job and improve job environment to manage language learning institutes or schools better than before.

Keywords: attitudes, beliefs, motivation, teachers' attitudes toward learners, teachers' job satisfaction

1. Introduction

In recent years, more and more people around the world are in need of acquiring a higher level of competence in the learning English as a second or foreign language, making the English language teaching profession one of the popular careers. According to Kozloski (2002) although extrinsic rewards such as payment or positive teacher evaluation was involved and supportive, it was the intrinsic motivation that played more important role and was responsible for teachers' motivation. Although a growing interest in teacher job satisfaction in the field of EFL/ESL developed quickly during the last two decades, assessing levels of job satisfaction among teachers has increased because of growing trend of qualified teachers leaving the teaching profession for reasons other than retirement (Ingersoll, 2003). If foreign language teachers can be supported, in some ways, to understand where they stand, and if they can stand there with dignity, security, satisfaction, then all schools students and communities, can benefit and meet targets of policy planning (Papastamatis, 2009). Therefore, the goal of this study is to extent our knowledge about teachers' job satisfaction and their attitudes towards their learner through investigating the teachers' perceptions of their overall job satisfaction and exploring the way teachers see their students' beliefs and motivation to learn English as second language.

2. Literature Review

Some studies indicated that job satisfaction is connected with teachers' sense of efficacy (Currall, Towler, Judge, & Kohn, 2005). Therefore, when teachers have high perception of their professional job quality, they also have positive attitudes towards teaching, as an achievement factor. As Drake (2002) assumed, teachers' skills and effectiveness are likely to be changed over time so that providing more professional development opportunities to increase teachers' skills and self-efficacy can be helpful to reduce the level of job stress and as a result increase satisfaction from teaching.

Cranny, Smith, and Stone tried to find out the various ways that job satisfaction was define in 1992. …

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