فهرست نشریات علمی دسترسی آزاد ایران

This research explored Iranian EFL teachers' demotivating factors in schools, language institutes, and universities and determined how they can be alleviated. With an explanatory sequential mixed methods design, the quantitative phase surveyed 327 teachers using a demotivation questionnaire (Sugino, 2010). In the qualitative phase, 30 teachers went through semi-structured interviews. Descriptive comparative analysis determined that low pay was the most powerful demotivator across the three education sectors. Lack of bonuses and students' indifference were also primary persisting determinants. The most powerful deviations were the greater emphasis on an unstable system of employment for university and institute teachers. Thematic analysis of interviews revealed that although financial reward (higher salary) was a solution universally promoted, particularly by institutes (100%) and university (100%) teachers, psychosocial factors such as administrative respect and colleague solidarity were also imperative, mainly for school teachers. The results indicate the necessity for an overall teacher support strategy, integrating systemic budget and employment security changes with better human resource practices. They provide practical implications for TESOL and teacher education administrators, policymakers, and teacher educators who deal with teacher retention worldwide.