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Showing 1 results for Teaching Motivation
Farnoush Ahangaran, Sana Javanmard Gholenji,
Volume 27, Issue 2 (9-2024)
Abstract
The present study strived to determine the extent to which Iranian novice and experienced EFL teachers’ self-efficacy and personality predicted their teaching motivation by considering the meditating role of their writing ability. To this end, the researchers used convenience sampling to select 176 novice and 159 experienced EFL teachers at 37 language institutes in Urmia (Iran) as the participants. Moreover, they administered the demographic information questionnaire, teaching motivation questionnaire, self-efficacy questionnaire, personality questionnaire, and the writing test of the study to the participants in a two-week period. Furthermore, the researchers took advantage of a reliable framework for assessing the participants’ writing performance. Finally, the researchers used SPSS 24 and Amos 22 to perform the data analysis of the study. The results indicated that novice and experienced teachers’ self-efficacy and personality were significant predictors of their teaching motivation. Moreover, their writing ability significantly mediated the relationships between their self-efficacy, personality, and teaching motivation. The results may provide teacher educators, syllabus designers, and teachers with guidelines on the role teacher factors have in the process of language teaching.
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