The Association Between Iranian EFL Teachers’ Work Engagement and Their Teaching Styles

Subject Areas : Journal of Language, Culture, and Translation

Javad Saberi ^{1 *}

1 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran

Received: 2023-09-14 Accepted : 2023-12-27 Published : 2023-12-27

Keywords: Work engagement, Teaching styles, Iranian EFL teachers, Grasha Teaching Style Inventory,

Abstract :

This study aimed to examine the relationship between work engagement and teaching styles among Iranian EFL teachers. The research sought to determine the level of work engagement, identify key dimensions, explore correlations between engagement and teaching approaches, and predict teaching styles based on engagement dimensions. The sample consisted of 79 teachers from public and private schools in Semirom and Isfahan, selected through purposive sampling. Participants’ ages ranged from 21 to 54, with an average of 14 years of teaching experience. A correlational design was employed, utilizing quantitative data collected via the Utrecht Work Engagement Scale (UWES-9) and Grasha’s Teaching Style Inventory (GTSI). Data was gathered through self-administered questionnaires, both online and in person. Results indicated that teachers displayed varying engagement levels, with dedication being the most prominent dimension. Significant correlations were found between engagement levels and teaching styles, especially higher engagement associated with Expert and Formal Authority approaches. Moreover, vigor and dedication emerged as strong predictors of teaching styles. The findings have important implications; theoretically, they support the relevance of Self-Determination and Sociocultural Theories in the EFL context. Practically, the results emphasize the need for initiatives that boost teachers’ engagement, fostering an environment that supports their psychological needs to improve their commitment and teaching effectiveness.

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