An Investigation into the Relationship among Reflective Teaching, Teacher Motivation, Teacher Self-Efficacy and Job Performance of Iranian EFL Teachers

This study investigated the relationship among reflective teaching, teacher motivation, teacher self-efficacy, and job performance of Iranian EFL teachers. In so doing, 110 Iranian EFL teachers were randomly selected and completed the three questionnaires of English Language Teaching Reflection Inventory developed by Akbari et al. (2010), TEBS-Self Efficacy questionnaire developed by Dellinger et al. (2008), and the Teacher Motivation questionnaire developed and validated by Soodmand Afshar and Doosti (2016). Moreover the students of each teacher were asked to complete the Successful Iranian English Teacher Questionnaire (SIETQ), developed and validated in Iranian context by Moafian and Pishghadam (2009), as a measure of the participants job performance. The findings of three separate Pearson Product Moment correlation coefficients showed that there was a significant positive correlation between a) reflective teaching and job performance, b) teacher motivation and job performance, and c) teacher self-efficacy and job performance of Iranian EFL teachers. Furthermore, the results of multiple regression analysis indicated that teacher motivation was a stronger predictor of Iranian EFL teachers job performance. Accordingly, the results might suggest that foreign language policy makers and teacher training centers try to detect the potential sources of teachers motivation/demotivation and provide them with some practical strategies likely to boost EFL teachers inner and outer drive for teaching.