The Relationship Among Iranian EFL High School Teachers' ‎Reflective Teaching, Work Motivation, and Self-efficacy

The present study aimed to investigate the relationships among the quality of reflective teaching, ‎job motivation, and the self-efficacy of English as a Foreign Language (EFL) teachers in Iran. ‎Given the essential role of teachers in improving the quality of teaching and learning, it is ‎particularly important to identify the factors that can affect their professional performance. This ‎study examined the extent of the relationships among reflective teaching, job motivation, and ‎teacher self-efficacy, and determined how these variables can affect one another. This study was ‎quantitative and conducted using correlational methods. The statistical population consisted of ‎‎۲۰۰ secondary school English teachers from different provinces of Iran, including male and ‎female with different work backgrounds and from urban and rural areas. Three standard ‎questionnaires were used to collect data, including the Reflective Teaching Quality ‎Questionnaire, the Job Motivation Questionnaire, and the Teacher Self-Efficacy Questionnaire. ‎The results of the study showed that the data had a normal distribution and the instruments used ‎had desirable reliability. The findings also indicated a positive and significant relationship ‎between the quality of reflective teaching, job motivation, and teachers' self-efficacy. Among the ‎various components of reflective teaching, professional growth opportunities, appropriate ‎working conditions, fair compensation, and job social connection showed the greatest ‎relationship with job motivation and teachers' self-efficacy. The results also indicated that ‎teachers with greater motivation and self-efficacy are more inclined to use reflective teaching ‎methods and perform more effectively in the teaching process‎

کلیدواژه ها:

Reflective teaching ، job motivation ، self-efficacy