Detrimental Effects of School Organizational Climate on Teacher Job Motivation in EFL Context of Iran: A Phenomenological Approach
نویسندگان
1 Assistant Professor, English Language and Literature Department, Lorestan University, Lorestan, Iran
2 Assistant Professor, Department of Social Science, Ayatollah Ozma Borujerdi University, Borujerd City, Iran.
3 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
doi
10.30479/jmrels.2023.19427.2270چکیده
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.
