چکیده:
Taking the significance of teacher motivation in professional practice and pedagogical achievements of teachers, students and their educational goals, this study aimed to investigate EFL teachers’ motivation affected by the introduction of the Fundamental Reform Document of Education in Iran. For the quantitative phase of the study, a researcher-made questionnaire developed based on the four aspects of motivation by Dornyei and Ushioda (2011) was distributed among 98 Iranian EFL teachers. Afterwards, to capture the salient factors of teachers’ motivation, a set of semi-structured interviews with 7 volunteer teachers were conducted. The results revealed that this reform has had a positive effect on teachers’ motivation yet it has not been that much comprehensive to take into account all the motivation factors except for the contextual ones.
خلاصه ماشینی:
A Change without a Change!!: National Curriculum Reform and EFL Teachers’ Motivation in Iran* Parisa Riahipour PhD Candidate in TEFL, University of Isfahan Mansoor Tavakoli** Professor of EFL, University of Isfahan (corresponding author) Abbass Eslami Rasekh Associate Professor of EFL, University of Isfahan Abstract Taking the significance of teacher motivation in professional practice and pedagogical achievements of teachers, students and their educational goals, this study aimed to investigate EFL teachers‟ motivation affected by the introduction of the Fundamental Reform Document of Education in Iran.
They revealed that lack of social respect and rewards, lack of educational support and a large number of students in English classes were the dominant factors to Iranian junior high school teachers.
The quantitative data were collected through a questionnaire (see the appendix) to identify aspects of teachers‟ motivation in the pre reform and post reform era, then for further explanation of the phenomenon at question, a qualitative phase was implemented through offering interview questions to help explain and interpret the quantitative results.
Considering the reform implemented in the educational system of Iran in 2011, the present study was undertaken to investigate how effective this reform has been in motivating Iranian EFL teachers in junior high schools.
The obtained results revealed no significant difference in the pre – reform and the post –reform era in terms of the above-mentioned intrinsic motivation factors except for the appeal of teaching for teachers after the reform.