PE 230

The investigation of motivational orientations and basic psychological needs of EFL teachers at public high schools in Iran in the light of Self-determination Theory (SDT)

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

1402/06/07

131ص.

درجه ارزشيابي: بسيارخوب

فريدون وحداني

نرجس بانو صبوري

Self determination theory , motivation , professional identity

وحداني،فريدون،راهنما , صبوري،نرجس بانو،مشاور

The present study aimed to investigate Iranian EFL teachers’ motivational orientations in light of self-determination theory (SDT). To this end, 100 TEFL teachers were selected as the participants of the study. The online questionnairesincluding the Teachers’ Autonomous Regulation Questionnaire and the Teachers’ Basic Psychological Needs Questionnaireweremade in Google Forms and shared with the participants using platforms like WhatsApp, Telegram, and email. SPSS version 26 was applied to do the data analysis. Descriptive statistics were employed to identify the most common motivational orientation of EFL teachers.Spearman rank order test was used to investigate the relationship between teachers’ satisfaction of basic psychological needs and their motivation orientation.The findings revealed that while EFL teachers perceived their basic psychological needs as moderately satisfied, there is room for improvement, particularly in terms of autonomy and competence. Moreover, the correlation between psychological needs satisfaction and externally-oriented motivation was negative, whereas positive relationship was found between intrinsically-oriented motivation and satisfaction of the three basic psychological needs. The results alsoshowed that EFL teachers experienced different degrees of amotivation, such as low professional status and insufficient teaching resources negatively affecting their motivation. External regulations, including income, job security, and conformity to educational policies, played a significant role in motivating teachers, while internal factors such as family expectations and concern for students also influenced motivation. Teachers demonstrated a high level of identified regulation, valuing teaching English for personal reasons. They also reported a relatively high level of integrated regulation, viewing teaching English as an integral part of their professional identity.

1403/08/12

منتخبي

76657