The Effect of Well-developed Communication Skills between Supervisors and Teachers on English Teachers' Job Satisfaction
محورهای موضوعی : Journal of Teaching English Language Studies
Davood Sepahi
1
,
Shiva Marzoughi
2
,
Masoume Hasani
3
1 - Head of English Language Teaching, Translation Training, Islamic Azad University Takestan Branch
2 - Teaching English, Foreign Languages, Islamic Azad Takestan University, Takestan, Iran
3 - Mainstream Education System
کلید واژه: job satisfaction, communication skills, supervisory practices, EFL teachers, Herzberg’s Two-Factor Theory, language institutes.,
چکیده مقاله :
This study examines the relationship between communication skills and job satisfaction among English as a Foreign Language (EFL) teachers in Iran, focusing on the role of supervisory communication. Grounded in Herzberg’s (1959) Motivator-Hygiene Theory, the research explores how effective communication between supervisors and teachers influences job satisfaction and teaching performance. Using a quantitative correlational design, data were collected from 76 EFL teachers and 101 supervisors across language institutes in Qazvin and Alborz provinces. Two validated questionnaires assessed communication skills, supervisory practices, and job satisfaction levels.
Findings reveal a significant positive correlation between communication skills and teachers’ job satisfaction, contradicting the initial hypothesis. Supervisors demonstrated superior communication skills compared to teachers, highlighting a disparity that may contribute to differences in job satisfaction. Non-parametric statistical analyses confirmed that supervisors reported significantly higher job satisfaction than teachers, suggesting supervisory roles may offer greater access to supportive resources.
The study underscores the critical role of effective communication in fostering job satisfaction among EFL teachers and emphasizes the need for professional development to enhance communication skills. Practical implications include improving supervisory practices and addressing communication gaps to create a more conducive work environment, ultimately enhancing teacher satisfaction, retention, and instructional quality.
This study examines the relationship between communication skills and job satisfaction among English as a Foreign Language (EFL) teachers in Iran, focusing on the role of supervisory communication. Grounded in Herzberg’s (1959) Motivator-Hygiene Theory, the research explores how effective communication between supervisors and teachers influences job satisfaction and teaching performance. Using a quantitative correlational design, data were collected from 76 EFL teachers and 101 supervisors across language institutes in Qazvin and Alborz provinces. Two validated questionnaires assessed communication skills, supervisory practices, and job satisfaction levels.
Findings reveal a significant positive correlation between communication skills and teachers’ job satisfaction, contradicting the initial hypothesis. Supervisors demonstrated superior communication skills compared to teachers, highlighting a disparity that may contribute to differences in job satisfaction. Non-parametric statistical analyses confirmed that supervisors reported significantly higher job satisfaction than teachers, suggesting supervisory roles may offer greater access to supportive resources.
The study underscores the critical role of effective communication in fostering job satisfaction among EFL teachers and emphasizes the need for professional development to enhance communication skills. Practical implications include improving supervisory practices and addressing communication gaps to create a more conducive work environment, ultimately enhancing teacher satisfaction, retention, and instructional quality.
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