Document Type : Research Paper
Authors
1 Assistant Professor, English Language and Literature Department, Lorestan University, Lorestan, Iran
2 Corresponding author, PhD in Applied Linguistics (TEFL); 1) Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran 2) Department of English Language Teaching, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3 Assistant Professor, Department of Social Science, Ayatollah Ozma Borujerdi University, Borujerd City, Iran.
Abstract
This research delved into the effects of the school's organizational climate on teacher job motivation, focusing on EFL teachers ‘perspective in the context of Iran. The study involved a sample of 25 EFL teachers who were selected through a criterion sampling method, encompassing both male and female teachers. They partook in semi-structured interviews, during which they elucidated their perspectives on how SOC influenced their motivation as teachers. These interviews were meticulously recorded utilizing audio recording devices and subjected to analysis via a phenomenological approach. The findings illuminated six prominent themes: dysfunctional principal leadership, inequitable salary system, and benefits, high teaching load, lack of autonomy, lack of constructive educational relationships, and unsatisfactory school facilities. Consequently, the research underscores that a negative SOC exerts a deleterious impact on the motivation of EFL teachers. In conclusion, this study elucidates numerous practical managerial and pedagogical implications pertinent to stakeholders within the education system and process.
Keywords
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