The Relationship between Iranian EFL Teachers’ Creativity, Motivation and Job Satisfaction: The Role of Gender, Teaching Experience and Teaching Context
محورهای موضوعی : English Language Teaching (ELT)روشن فرج زاده 1 , پرویز علوی نیا 2
1 - گروه آموزش زبان انگلیسی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران
2 - آموزش زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران
کلید واژه: gender, Job satisfaction, teacher motivation, Experience, teacher creativity, teaching context,
چکیده مقاله :
The current study investigated the relationship between teachers’ creativity, motivation and job satisfaction. In so doing, the role of demographic factors, i.e. gender, teaching experience and teaching context was also taken into account. To conduct the study, a total of 103 EFL teachers at both institute and school contexts were selected. The teachers were recruited on a voluntary basis, and the sample included teachers from a variety of backgrounds and experiences, coming from both genders and either of the teaching contexts. Three questionnaires (Teacher Creativity Questionnaire, Teacher Motivation Questionnaire, and Job Satisfaction Scale) were employed to gather the data, which were then analyzed through a number of analyses, including Spearman’s Rank Order Correlation, Multiple Regression Analysis, Mann Whitney U test and Kruskal-Wallis test. Findings revealed the existence of a significant correlation between teachers’ motivation and their job satisfaction. Furthermore, teachers’ motivation in comparison with their creativity had a greater predictive power with regard to job satisfaction. However, demographic factors did not have a significant role in job satisfaction. The findings can offer insightful implications for educational authorities, teachers, school leaderships and academicians to help promote job satisfaction in different instructional contexts.
تحقیق حاضر رابطه بین خلاقیت، انگیزه و رضایت شغلی دبیران و اساتید زبان انگلیسی را در ایران با در نظر گرفتن نقش جنسیت، سابقه و مکان تدریس مورد بررسی قرار داد. همچنین نقش عواملی چون جنسیت، تجربه تدریس و بافت تدریس مورد کاوش قرار گرفت. برای اجرای تحقیق، 103 نفر از معلمان زبان انگلیسی در موسسات و مدارس بصورت داوطلبانه انتخاب گردیدند. معلمان منتخب در نمونه آماری دارای سابقه تدریسی متنوع از هر دو جنسیت مرد و زن و از هر دو محیط آموزشی متشکل گردید. برای جمع آوری داده ها سه نوع پرسشنامه در این تحقیق مورد استفاده قرار گرفت که عبارت بودند از پرسشنامه خلاقیت شغلی معلمان، پرسشنامه انگیزه کاری معلمان و پرسشنامه رضایت مندی شغلی دبیران. داده های جمع آوری شده از طریق روش های تحلیلی متفاوتی شاملSpearman’s Rank Order Correlation, Multiple Regression Analysis, Mann Whitney U test and Kruskal-Wallis test مورد تفسیر و تحلیل قرار گرفتند. یافته ها ی این مطالعه تحقیقاتی نشان دادند که رابطه معناداری بین انگیزه کاری معلمان و رضایت مندی شغلی آنها وجود دارد و همچنین مشخص شد که انگیزه کاری معلمان در مقایسه با خلاقیت شغلی آنها تاثیر بیشتری بر رضایت مندی شغلی دبیران دارد. با این وجود هیچ رابطه معناداری بین عوامل جمعیت شناختی و رضایت مندی شغلی معلمان یافت نگردید. دستاورد های این مطالعه تحقیقاتی می تواند اهداف کاربردی را برای مسئولین آموزشی، دبیران، مدیران مدارس و افراد آکادمیک در راستای افزایش رضایت مندی شغلی آنها در محیط های آموزشی متفاوت داشته باشد.
Almeida, L. S., Prieto, L. P., Ferrando, M., Oliveira, E., & Ferrándiz, C. (2008). Torrance Test of Creative Thinking: The question of its construct validity. Thinking Skills and Creativity, 3(1), 53–58.
Andiliou, A., & Murphy, P. K. (2010). Examining variations among researchers’ and teachers’ conceptualization of creativity: A Review and Synthesis of Contemporary Research. Educational Research Review, 5, 201-219.
Benedek, M., Bruckdorfer, R., & Jauk, E. (2019). Motives for creativity: Exploring the what and why of everyday creativity. The Journal of Creative Behavior, 54(3), 610–625.
Blaskovaa, M., Blaskoa, R., Figurskab, I., & Sokolc, A. (2015). Motivation and development of the university teachers’ motivational competence. Social and Behavioral Sciences, 182, 116-126.
Colleague, X., & Author. (2019). (Details removed for peer review).
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
D’Souza, R. (2021). What characterizes creativity in narrative writing, and how do we assess it? Research findings from a systematic literature search. Thinking Skills and Creativity, 42, 100949
Jazni, N. (2012). Job Motivation Questionnaire. In M. Saatchi, K. Kamkari, & M. Asgarian (Eds.) Psycholinguistic tests (pp. 339-345). Tehran: Virayesh Press.
Jyoti, J. (2009). Job Satisfaction of University Teachers: An Empirical Study. Journal of Service Research, 9(2), 51–80.
Kaplan, A. (2014). Theory and research on teachers’ motivation: Mapping an emerging conceptual terrain. In P.W. Richardson, S.A. Karabenick, & H.M.G. Watt (Eds.), Teacher motivation: Theory and practice (pp. 52–66). New York, NY: Routledge.
Lal Kardam, B., & Rangnekar, S. (2012). Job satisfaction: Investigating the role of experience and education. International Refereed Research Journal, 3, 16–22.
Louws, L. M., Meirink, A. J., Veen, K., & Driel, H. J. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and Teacher Education, 66, 171–183.
Mahmoudian, M. (2019). Teachers and learners’ attitudes toward the status of creativity in English language teaching in Iran. Unpublished MA Thesis. Urmia University.
Mohammadi Aghajeri, J. (1996). An analysis of the effect of leadership style (relation-based vs. duty-oriented) on teacher motivation in junior and senior high school. Unpublished MA Thesis. Educational Management, Roodehen Azad University, Tehran.
Neto, R., Rodrigues, P. V., & Panzer, Sh. (2017). Exploring the rrelationship between eentrepreneurial bbehavior and teachers' job satisfaction. Teaching and Teacher Education, 63, 254–262.
Noorafshan, L., & Jowkar, B. (2013). The effect of emotional intelligence and its components on creativity. Procedia - Social and Behavioral Sciences, 84, 791–795.
Reeve, J., & Su, Y.-L. (2014). Teacher motivation. In M. Gagné (Ed.), The Oxford handbook of work engagement, motivation, and self-determination theory (pp. 349–362). Oxford: Oxford University Press.
Reilly, C. R., Lilly, F., Bramwell, G., & Kronish, N. (2011). A synthesis of research concerning creative teachers in a Canadian context. Teaching and Teacher Education, 27, 533–542.
Rubenstein, L., Ridgley, M. L., Callan, L. G., Karami, S., & Ehlinger, J. (2018). How teachers perceive factors that influence creativity development: Applying a social cognitive theory perspective. Teaching and Teacher Education, 70, 100–11.
Rubenstein, L. D., Ridgley, L. M., Callan, G. L., Karami, S., & Ehlinger, J. (2018). How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective. Teaching and Teacher Education, 70, 100–110.
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029–1038.
Smith T. W. (2007). Job satisfaction in U.S.A., NORC University of Chicago, 1-9. Retrieved from: http://wwwnews.uchicago.edu/releases/07/pdf/070417.
Troesch, M. L., & Bauer, E. C. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, 67, 389–398.
Urdan, T. (2014). Concluding commentary: Understanding teacher motivation, what is known and what more there is to learn. In P.W. Richardson, S.A. Karabenick, & H.M.G. Watt (Eds.), Teacher motivation: Theory and practice (pp. 227–246). New York, NY: Routledge.
Van Den Berghe, L., Soenens, B., Aelterman, N., Cardon, G., Tallir, B. I., & Haerens, L. (2014). Within-person profiles of teachers’ motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout. Psychology of Sport and Exercise, 15(4), 407–417.
Van Maele, D., & Van Houtte, M. (2012). The role of teacher and faculty trust in forming teachers’ job satisfaction: Do years of experience make a difference. Teaching and Teacher Education, 28, 879–889.
