The Motivational Aspects of Meaningful Work among Iranian EFL Faculty Members

This qualitative study explores the motivational aspects of meaningful work among EFL faculty members utilizing Grounded Theory (Strauss and Corbin, ۱۹۹۸). To achieve the study's objectives, ۱۹ faculty members with diverse ages, ranks, and tenures were purposefully selected as experts through purposive and theoretical sampling. Data analysis involved open coding, axial coding, and selective coding, complemented by constant comparison to derive insights. The findings reveal that Iranian EFL faculty members are autonomusly motivated to engage in meaningful work and take proactive measures to do so. They perceive their work as meaningful when it positively impacts their learners' lives by enhancing communicative competence, fostering collective self-efficacy, shifting students' negative mindsets, and preparing them for the future. Additionally, the study identifies various contextual factors, including individual characteristics (personality traits and autonomous motivation), organizational factors (organizational culture, job resources, and job demands), the workplace environment (autonomy support), and student factors (engagement). These findings are consistent with the basic psychological needs outlined in Self-Determination Theory, particularly the fulfillment of the needs for beneficence, autonomy, and relatedness. They underscore the interconnectedness of these needs, with competency being satisfied through relatedness. The implications of this research are relevant to language educators and teacher training, emphasizing the importance of addressing these motivational factors to promote meaningful work in the university EFL context.

کلیدواژه ها:

Meaningful ، Work ، ، motivational ، factors ، EFL