Examining the Nexus of Teacher Attitudes, Welfare, Satisfaction, and Performance in Iranian EFL High Schools

This research sought to explore the connections between teachers' professional attitudes, their welfare, job satisfaction, and performance among Iranian EFL high school educators. A total of ۲۰۵ Iranian EFL teachers (۱۲۵ male, ۸۰ female) from various regions of Iran participated in the study, selected through convenience sampling. Data were collected using four validated instruments: the Teacher Professional Attitude Scale (TPAS), the Teacher Welfare Scale (TWS), the Job Satisfaction Questionnaire (JSQ), and the EFL Teachers' Job Performance Questionnaire (TJPQ)—all administered in English. Data collection occurred during the ۲۰۲۳–۲۰۲۴ academic year, both in person at schools and via social media platforms, with a ۹۲% response rate. The data analysis process involved screening for univariate and multivariate outliers, checking normality through skewness and kurtosis, assessing reliability via Kuder-Richardson ۲۱ coefficients, and conducting Pearson correlation analyses using SPSS software (version ۲۶). The results revealed significant, strong positive correlations among professional attitude, welfare, job satisfaction, and job performance (r values ranging from ۰.۶۷ to ۰.۷۹, p < ۰.۰۱), indicating that higher levels in one area were associated with improvements in others. These outcomes underscore the importance of adopting a comprehensive approach to teacher management and professional development. The study highlights the value of fostering positive professional attitudes, ensuring sufficient welfare support, and enhancing job satisfaction among educators. Its implications can inform policy-making, teacher evaluation frameworks, and teacher training programs to elevate the quality of education in Iran.

کلیدواژه ها:

Iranian EFL High School Teachers ، Job Satisfaction ، Professional Attitude ، Teacher Performance ، Teacher Welfare