خلاصة:
This study aimed to investigate sources of motivation of English language teachers in Iranian public and private language schools. To this end, a Language Teacher Motivation Source (LTMS) questionnaire was developed on the basis of the related literature. The LTMS examined four sources of motivation, i. e., extrinsic (economic, social, emotional, educational), intrinsic, altruistic, and subject matter motivation. Having been piloted and validated, the LTMS was administered to 200 male and female EFL teachers who had been classified in terms of their gender, age, marital status, academic degrees, job status, and their years of language teaching experiences. The results of parametric statistical analyses showed a hierarchy of language teacher sources of motivation that were not similar among different groups of language teachers in terms of their teaching experiences and level of education. This study suggests that authorities pay close attention to the sources of language teacher motivation to improve the quality of English language teaching and learning.
ملخص الجهاز:
"Therefore, this study aimed to explore the factors that motivate Iranian foreign language teachers in public schools and private language institutions considering four sources of motivation: intrinsic, extrinsic, altruistic, and subject matter motivation.
Results Motivational factors affecting Iranian EFL teachers Since the number of items that aims to examine different constructs of motivation was not the same, the percentage of participants’ responses to the items of questionnaire was used in the parametric statistics to find an answer to the questions developed for the purpose of this study.
However, there is no significant difference in the attitudes of EFL teachers from public and private language schools regarding the economic, social, intrinsic and subject matter sources of motivation (p>0.
Table 5 Comparing Private and Public School Teachers’ Attitude towards Intrinsic Altruistic Difference between the sources of motivation of experienced and less experienced EFL tea chers Participants were divided into five groups according to their years of teaching experiences.
32) was significantly different from other sources of motivation for different years of experience Table 7 Comparing EFL Teachers’ Motivation across Levels of Tea ching Experience Economic Social Between Groups Within Groups Total Between Groups Within Groups Total Emotional Between Groups Education Intrinsic Altruistic Subject matter Within Groups 19424.
Then, on the basis of the findings of previous studies, factors such as economic, social, emotional, educational, intrinsic, altruistic, and subject matter sources of teacher motivation were extracted."