The Relationship between Iranian EFL Teachers’ Creativity, Motivation and Job Satisfaction: The Role of Gender, Teaching Experience and Teaching Context

Journal of English Language Pedagogy and Practice

دوره 14، شماره 29، تیر 2022، صفحه 41-60   

شناسه دیجیتال (DOI): 10.30495/jal.2022.690027

نویسندگان

Roshan Farajzadeh¹؛ Parviz Alavinia^{* 2}

¹Department of English Language, Urmia Branch, Islamic Azad University, Urmia, Iran

²Faculty of Humanities, Urmia University, Urmia, Iran

چکیده

The current study investigated the relationship between teachers’ creativity, motivation and job satisfaction. In so doing, the role of demographic factors, i.e. gender, teaching experience and teaching context was also taken into account. To conduct the study, a total of 103 EFL teachers at both institute and school contexts were selected. The teachers were recruited on a voluntary basis, and the sample included teachers from a variety of backgrounds and experiences, coming from both genders and either of the teaching contexts. Three questionnaires (Teacher Creativity Questionnaire, Teacher Motivation Questionnaire, and Job Satisfaction Scale) were employed to gather the data, which were then analyzed through a number of analyses, including Spearman’s Rank Order Correlation, Multiple Regression Analysis, Mann Whitney U test and Kruskal-Wallis test. Findings revealed the existence of a significant correlation between teachers’ motivation and their job satisfaction. Furthermore, teachers’ motivation in comparison with their creativity had a greater predictive power with regard to job satisfaction. However, demographic factors did not have a significant role in job satisfaction. The findings can offer insightful implications for educational authorities, teachers, school leaderships and academicians to help promote job satisfaction in different instructional contexts.

کلیدواژه‌ها

experience؛ gender؛ job satisfaction؛ teacher creativity؛ teacher motivation؛ teaching context

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