Impact of Iranian EFL Teachers’ Achievement Value Orientation on Reflective Teaching: The Mediating Role of Job Performance

Subject Areas :

Nasrin Bahojb Ghahvechipour ¹ , Saeideh Ahanghari ² , Masoud Zoghi ³

1 - Department of English, Sarab Branch, Islamic Azad University, Sarab, Iran
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran

Received: 2024-05-20 Accepted : 2024-06-20 Published : 2024-07-03

Keywords: achievement value, EFL teachers, job performance, reflective teaching, value orientation ,

Abstract :

Teachers who possess an achievement value orientation may concentrate on establishing ambitious objectives for themselves, as well as creating opportunities for pupils to showcase their abilities and attain success. This can increase student motivation and ultimately improving job performance. While previous teachers' reflective studies in the field of English as a foreign language (EFL) have examined a wide range of variables, certain variables such as EFL teachers' achievement value orientation and job performance related to reflective teaching have remained under-researched. To this end, this study examined the EFL teachers' achievement value orientation factor identified as having a contributive role in EFL teachers' reflective teaching regarding the mediating role of job performance. The study sample consisted of 237 Iranian EFL teachers aged between 25 and 60. Based on the results of structural equation modeling (SEM), EFL teachers' achievement value orientation directly and significantly influences counterproductive work behavior (CWB) dimension of their job performance as well as metacognitive and affective dimensions of their reflective teaching. It was also shown that task performance (TP) has a direct effect on cognitive, contextual performance (CP) on cognitive and critical, and CWB on the metacognitive dimension of reflective teaching. The results also indicated that the CWB dimension of job performance mediates the impact of EFL Teachers’ achievement value orientation on metacognitive dimension of their reflective teaching. Teacher training programs should emphasize the importance of developing an achievement value orientation in teachers and reflective teaching should be promoted as a key component of teachers' professional development.

References:

Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38, 211-227. https://dx.doi.org/10.1016/j.system.2010.03.003
Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective
teaching. International Journal of Instruction, 11(1), 425-436.
Bolton, G. (2010). Reflective practice: Writing & professional development. Sage Publications.
Brookfield, S. (1995). Becoming a critically reflective teacher. Jossey-Bass Inc.
Campbell, J. P., McHenry, J. J., & Wise, L. L. (1990). Modeling job performance in a population
of jobs. Personnel Psychology, 43(2), 313-575.
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.
Day, C. (1999). Researching teaching through reflective practice. In J. Loughran (ed.).
Researching teaching: Methodologies and practices for understanding pedagogy (pp.
215-232). Routledge.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination
in personality. Journal of research in personality, 19(2), 109-134.
Dewey, J. (1933). How we think: A restaurant of the relation of reflective thinking to the
educational process. D. C. Heath.
Dubinsky, A. J., Kotabe, M., Chae Un, L., & Wagner, W. (1997). The impact of values on
salespeople’s job responses: A cross-national investigation. Journal of Business
Research,39(3), 195-208.
Finkelstein, S., Hambrick, D. C., & Cannella, A. A. (2009). Strategic leadership: Theory and
research on executives, top management teams, and boards. Oxford University Press.
Fritzsche, D. J. (1995). Personal values: Potential keys to ethical decision-making. Journal of
Business Ethics, 14(11), 909-923.
Fritzsche, D., & Oz, E. (2007). Personal values influence on the ethical dimension of decision
making. Journal of Business Ethics, 75(4), 335-344.
Ghazalbash, N., & Afghari, A. (2015). Relationship between burnout and reflective teaching
among EFL teachers. International Journal of Foreign Language Teaching and
Research,3(12), 41-51.
Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of
Educational Research, 33(5), 539–555. https://doi.org/10.1016/S0883-0355(00)00033-1
Hargreaves, A., & Fullan, M. (1992). Understanding teacher development. Teachers College
Press.
Homer, P. M., & Kahle, L. R. (1988). A structural equation test of the value-attitude-behavior
hierarchy. Journal of Personality and Social Psychology, 54, 638-646.
Hwang, Y.-S., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness
interventions for in-service teachers: A tool to enhance teacher wellbeing and
performance.Teaching and Teacher Education, 64(64), 26-42.
https://doi.org/10.1016/j.tate.2017.01.015
Ismail, H. (2016). Preferences in business and corporate strategies: The role of personal values.
Contemporary Management Research, 12(1), 25-46.
Kasof, J., Chen, C., Himsel, A., & Greenberger, E. (2007).Values and creativity. Creativity
Research Journal, 19 (2-3), 105-122. 10.1080/10400410701397164
Kiradoo, G. (2018). Exploring the impact and influence of personal and organizational values on
forming organizational culture and understanding its impact on employee's commitment
and performance. International Journal of Engineering, Applied and Management
Science Paradigms, 52(02), 61-366.
Koopmans, L., Bernaards, C. M., Hildebrandt, V. H., Lerner, D., De Vet, H. C., & Van der
Beek, A. J. (2014). Construct validity of the individual work performance questionnaire.
Work, 56(3), 331-337, doi: 10.3233/WOR-152237.
Korthagen, F. A. J. (1993). Two modes of reflection. Teaching and Teacher Education, 9(3),
317-326. https://doi.org/10.1016/0742-051X(93)90046-J
Kyriacou, C., Kunc, R., Stephens, P., & Hultgren, A. G. (2003). Student teachers' expectations of
teaching as a career in England and Norway. Educational Review, 55(3), 255-263.
Larrivee, B. (2008).Development of a tool to assess teachers level of reflective practice.
Reflective Practice, 9(3), 341-360. DOI: 10.1080/14623940802207451
McCann, I.L., Pearlman, L.A. (1990). Vicarious traumatization: A framework for understanding
the psychological effects of working with victims. Journal of Traumatic Stress, 3, 131-
149. https://doi.org/10.1007/BF00975140
Mitchell, T. R., & Danials, D. (2003). Motivation. In W. C. Borman, D. R. Ilgen, D. R, & R. J.
Klimoski (Eds.), Handbook of psychology (pp. 225-254). John Wiley & Sons.
Motowidlo, S. J. (2003). Job performance. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski
(Eds.),Handbook of psychology: Industrial and organizational psychology, Vol. 12 (pp.
39-53). John Wiley & Sons.
Mount, M. K., & Barrick, M. R. (1998). Five reasons why the “Big Five” article has been
frequently cited. Personnel Psychology, 51(4), 849-857. https://doi.org/10.1111/j.1744-
6570.1998.tb00743.x
Munby, H., & Russell, T. (1990). Metaphor in the study of teachers’ professional knowledge.
Theory into Practice, 29(2), 116-121. https://doi.org/10.1080/00405849009543441
Penney, L. M., & Spector, P. E. (2005). Job stress, incivility, and counterproductive work behavior
(CWB): The moderating role of negative affectivity. Journal of Organizational Behavior,
26(7), 777-796. https://doi.org/10.1002/job.336
Roccas, S., & Sagiv, L. (2010). Personal values and behavior: Taking the cultural context into
account. Social and Personality Psychology Compass, 4(1), 30-41.
https://doi.org/10.1111/j.1751-9004.2009.00234.x
Rokeach, M. (1973). The nature of human values. Free Press.
Sallis, E. (2014). Total quality management in education. Routledge.
Sanianie, R., & Azad, M. (2018). The impact of motivation strategies on EFL teachers’
motivation and reflective teaching in Iran. Iranian Journal of Learning and Memory,
1(2), 41-47.
Saunila, M., Tikkamäki, K., & Ukko, J. (2015). Managing performance and learning through
reflective practices. Journal of Organizational Effectiveness: People and Performance,
2(4), 370-390. https://doi.org/10.1108/joepp-05-2015-0017
Schon, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances
and empirical tests in 20 countries. Advances in experimental social psychology, 25, 1-65.
https://doi.org/10.1016/S0065-2601(08)60281-6
Schwartz, S. H., Melech, G., Lehmann, A., Burgess, S., Harris, M., & Owens, V. (2001).
Extending the cross-cultural validity of the theory of basic human values with a different
method of measurement. Journal of Cross-Cultural Psychology, 32(5), 519-542.
https://doi.org/10.1177/0022022101032005001
Soodmand Afshar, H., & Hosseini Yar, S. (2019). Investigating the relationship between attitude
towards professional development, reflective teaching, self-efficacy, and job performance
of Iranian English as a foreign language teachers. Teaching English Language, 13(2),
147-179.
Spector, P.E, & Fox, S. (2005). Counterproductive work behavior: Investigations of actors and
targets. American Psychological Association, 151-174.
Spector, P. E., & Fox, S. (2010). Counterproductive work behavior and organizational
citizenship behavior: Are they opposite forms of active behavior? Applied Psychology:
An International Review, 59(1), 21-39. https://doi.org/10.1111/j.1464-
0597.2009.00414.x
Swenson, M. J., & Herche, J. (1994). Social values and salesperson performance: An empirical
examination. Journal of the Academy of Marketing Science, 22(3), 283.
Wright, S. P., Hom, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on
student achievement: Implications for teacher evaluation. Journal of Personal Evaluation
and Education, 11, 57-67.
Xu, Q. (2009). Reflective teaching–an effective path for EFL teachers' professional development.
Canadian Social Science, 5(2), 35-40.
http://dx.doi.org/10.3968/j.css.1923669720090502.005
Zeichner, K. M., & Liston, D. P. (1996). Reflective Teaching: An Introduction. Lawrence
Erlbaum Associates.
Zlatković, B., & Petrović, D. (2011). Pre-service teacher training in Serbia: Analysis of the
compatibility of teachers faculties curricula. Journal of Education, 60(4), 651-663.