English Language Teachers’ Attitudes towards Instructional Technology and their Teaching Satisfaction
الموضوعات : نشریه زبان و ترجمهMitra Moazam 1 , Mostafa Zamanian 2 , Firooz Sadighi 3
1 - English Department, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - English Department, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - English Department, Shiraz Branch, Islamic Azad University, Shiraz, Iran
الکلمات المفتاحية: Attitude, Job satisfaction, Instructional Technology,
ملخص المقالة :
This study investigated Iranian EFL Teachers’ attitudes towards instructional technology in their classroom and its impact on their job satisfaction. Data were collected using the Media Technology Usage and Attitudes Scale and Teacher Job Satisfaction Questionnaire to examine teachers’ attitudes towards the use of instructional technology within the classroom and its effects on their job satisfaction. A sample of 80 teachers was asked to complete a survey detailing their job satisfaction and assessing attitudes towards technology integration in the classroom. Based on the present study’s findings, teachers’ job satisfaction slightly predicted the impacts of instructional technology. In addition, after analyzing the data using multiple regression analysis, it was further discovered that the use of a smartphone could highly predict the significant impacts of the use of integrated technology on teachers’ job satisfaction. The research suggested that teachers need support to better integrate the available technologies within the classroom.
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