Conceptualization of Iranian EFL Teachers' Moral Identity and Job Satisfaction

Moral identity is essential for promoting teachers' organizational outcomes. However, few studies have explored how teachers' senses of moral identity lead to job satisfaction. This study sought to discover the conceptualizations of the Iranian EFL teachers' Moral Identity and Job Satisfaction, by using a qualitative phenomenological design in the Tabriz city of Iran. To achieve the purposes of this qualitative study, a total of ۱۵ EFL male and female teachers, were chosen through convenience sampling from diverse schools and private language institutes in Tabriz city in Iran. The data were collected through semi-structured interviews. The analysis of the data was done through thematic analysis. Findings presented that Iranian EFL teachers' moral identity forms their senses of job satisfaction through the four themes of the teacher's exemplary influence, enhancing students' learning outcomes, boosting professional qualifications, and productive organizational teamwork. This study has some pedagogical implications for EFL teachers and educational policymakers.

کلیدواژه ها:

Moral Identity ، Job Satisfaction ، Iranian EFL teachers