Email this article 
Hide
Show all
Analyzing EFL Teachers’ Initial Job Motivation and Factors Effecting Their Motivation in Fezalar Educational Institutions in Iraq
Abstract
Teacher motivation is one of the primary variables of students’ high performance. It is experienced that students whose teachers are highly motivated are more engaged in the learning process. Therefore, it’s mostly the teacher who determines the level of success or failure in achieving institution’s goal in the educational process. Thus, teachers are expected to demonstrate a high job motivation performance by administrations. However, some teachers seem naturally enthusiastic about teaching while others need to be stimulated, inspired and challenged. There are several factors that provide teachers with necessary motivation driven by which they can work effectively. These factors can be emotional, financial, physical or academic. This study is an attempt to find out what motivates teachers to enter this profession, since the reasons of entering this job has significant influence on their commitment to the job, investigate factors which are responsible for high or low motivation of language teachers in Fezalar Educational Institutions (FEI), which is a Turkish private institution that operates in Iraq, and ascertain the degree to which intrinsic and extrinsic motivational factors impact teachers in their work situation. Based on the review of the recent researches of motivation, in general, and of language teacher motivation, in particular, and relying on the qualitative and quantitative study of the issue, a detailed analysis of some aspects of foreign language teacher motivation is presented in the article.
Keywords: teacher motivation, job satisfaction, foreign language teaching, L2 teacher motivation
Full Text:
PDFReferences
Barnaus M., Wilson A. and Gardner R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12, 25-36.
Bastick, T. (2000, February). The measurement of teacher motivation: Cross-cultural and gender comparisons. Paper presented at the annual meeting of the Society for Cross-Cultural Research. New Orleans, LA.
Colladarci, T. (1992). Teachers' sense of efficacyand commitment to teaching. Journal of Experimental Education, 60, 323-337.
Connie, R. J. (2000). Factors influencing motivation and de-motivation of Mexican EFL techers . Paper presented at the annual meeting of Teachers of English to Speakers of Other Languages. Vancouver, Canada: Retrieved from the ERIC database. (ED459605).
Davis J. and Wilson S. M. (2000). Principals efforts to empower teachers: Effects on teacher motivation and job satisfaction and stress. The Clearing House, 73(6), 323-349.
Dessler, G. (2001). Management: Leading People and Organization in the 21st Century. Harlow: Prentice Hall.
Dinham S. and Scott C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379-396.
Dörnyei, Z. (2001). Teaching an Researching Motivation. Harlow, England: Longman.
Dörnyei, Z. (2003). Attitudes, orientations and motivations in language learning. Advance in theory, research and applications, 53(1), 3-31.
Doyle G and Kim Y. M. . (1999). Teacher Motivation and Satisfaction in the United States and Korea. MEXTESOL Journal, 23, 35-48.
Evans, L. (1998). Teacher Morale, Job Satisfaction and Motivation. London: Chapman Paul Publishing Limited.
Frase, Larry E. (1992). Maximazing people power in schools: Motivation and managing teachers and staff. Newbury Park, CA: Corwin Press, Inc.
Gibson, James L., Ivanchevich, John M. and Jr. James H. (2000). Organization-Bahaviour- Structure-Process. 10th Edition. Boston: McGraw-Hill.
Golombiewski, R. (1973). Motivation in Carl Heyel (Ed), The Encyclopedia of Management 2nd. New York: Vam Nostrand Reinhold.
Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman Press.
Herzberg F., Mausner B., Snyderman B. B. (1959). The Motivation of Works (2nd ed.). New York: John Wiley an Sons.
Hettiarachchi, S. (2010). ESL teacher motivation in Sri Lankan public schools. Masters Theses and Doctoral Dissertations.
Ifinedo, P. (2003). Employee motivation and job satisfaction in Finnish organiation: Astudy of employee in the Oulu Region, Finland. Master of Business Administration thesis. London: University of London.
Johnson, C. R. (2001). Factors influencing the motivation and de-motivation in Mexican EFL teachers. MEXTESOL Journal, ERIC Document Reproduction Service No. 459605.
Johnson, Susan Moore. (1986). Incentives for Teachers: What motivates, What Matters. Educational administration Quarterly, 22(2), 54-79.
Kyriacou C and Coulthard M. (2000). Undergraduates' views of teaching as a career choice. Journal of Education for Teaching, 34(4), 117-126.
Lawler, E. E. (1993). "Merit Pay: An Obsolete Policy?" in Perspectives on Behavior in Organization. (L. W. Porter, J. R. Jackman , & L. W. Porter, Eds.) New York: McGraw-Hill.
Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396.
Odden A. R., Kelley C. J. (1997). Paying teachers for what they know and can do: New and smarter compensation strategies to improve schools. Thousand Oaks, CA: Corwin Press.
Pennington M. C. and Ho B. (1995). Do ESL educators suffer burnout? Prospect(10), 41-53.
Pennington, M. C. (1991). Work satisfaction and the ESL profession. Language, Culture and Curriculum, 4(1), 59-86.
Pennington, M. C. (1992). Motivating English language teachers through job enrichment. Language, Culture and Curriculum, 5, 199-218.
Pennington, M. C. (1995). Work satisfaction, motivation and commitment in teaching English as a second language. New York: ERIC Cleaering house (ERIC no ED404850).
Qayyum A. and Siddique M. (2003). Let's Enhance the Performance of the Teachers: A study of Motivational Techniques used by School heads. Journal of Elementary Education, 13, 21-28.
Rosenfelf R. H., Wilson D. C. (1999). Managing organization: Text, Rading and Cases. London: McGraw Hill.
Schultz H., Bagraim J., Potgieter T., Viedge C. and Werner A. (2003). Organizational Behaviour: A contemporary South African Perspective. Pretoria: Van Schaik Publisher.
Sergiovanni, T. (1967). Factors which affect satisfaction and dissatisfaction of teachers. Journal of Educational Administration, 5, 66-81.
Tardy C. M.and Snyder B. (2004). "That's why I do" flow and EFL teachers practices. ELT Journal, 58, 118-128.
Vanderberghe R., Huberman A. M. (1999). Understanding and Preventing Teacher Burnout. Cambridge: Cambridge University Press.
Wadsworth, D. (2001). Why new teachers choose to teach? Educational Leadership, 58(8), 24-28.
Watt H. M. G. and Richardson P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18, 408-428.
Wild T. C., Enzle M. E. and Hawkins W. L. (1992). Effects of perceived extrinsic versus intrinsic teacher motivation on student reactions to skill acquisition. Personality and Social Psychology Bulletin, 18, 245-251.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.