اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 405 |
| تعداد مقالات | 3,293 |
| تعداد مشاهده مقاله | 4,695,686 |
| تعداد دریافت فایل اصل مقاله | 3,184,131 |
The Relationship Between Iranian EFL Teachers’ Personality Traits and Motivational Trends in the First Five Years of Career | ||
| Journal of Modern Research in English Language Studies | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 26 خرداد 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2025.21854.2503 | ||
| نویسندگان | ||
| Davoud Amini* 1؛ Elnaz Kazemi2 | ||
| 1Associate professor of TEFL, Department of English, Faculty of Literature and Humanities, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| 2MA in TEFL, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| تاریخ دریافت: 15 فروردین 1404، تاریخ بازنگری: 15 خرداد 1404، تاریخ پذیرش: 26 خرداد 1404 | ||
| چکیده | ||
| Teacher's motivation originates from both teacher-internal and teacher-external conditions. This correlation-based study aimed to investigate Iranian EFL teachers’ motivational trend during their first five years of teaching in relationship to their personality type. Drawing on Trait Theory of personality and the big five personality traits framework, the research explores how novice EFL teachers' motivation during the first five years of career is influenced by personality traits. Participants in this study were 144 English teachers in Iranian high schools. The IPIP-NEO and FIT-Choice scale were used to assess teachers' personality and motivation. Teachers' motivation showed a steady rising trend in the first 5 years of their career. Results revealed that conscientiousness and openness are significant positive predictors of teacher motivation, while neuroticism negatively impacts motivation. However, teaching experience did not significantly moderate the relationship between personality traits and motivation, indicating that other professional conditions may influence this dynamic over time. This study contributes to the literature by examining teacher motivation in a non-Western context, offering valuable insights into the dynamicity between the internal and external factors contributing to Iranian EFL teachers’ motivation within a Complex Dynamic Systems perspective. The findings have practical implications for teacher recruitment, professional development, and retention strategies, emphasizing the need to consider individual personality traits in fostering long-term motivation and job satisfaction with ramifications at both individual teacher level and organization level. | ||
| کلیدواژه‌ها | ||
| EFL؛ Personality؛ Teaching experience؛ Teacher motivation؛ Trait theory | ||
|
آمار تعداد مشاهده مقاله: 3 |
||