چكيده
In the process of English teaching profession, some concepts including self-confidence, creativity, motivation and job satisfaction should be taken into consideration. For that reason, the current study was an attempt to explore the relationship among Iranian EFL teachers’ self-confidence, creativity, motivation and job satisfaction in flipped and traditional classrooms. To achieve the goal, 27 female and male EFL teachers who were teaching English as a foreign language in several high schools in Dehagh, Alavije and Najafabad, Isfahan province, were selected. Then, the participants were asked to answer the questionnaires including teacher creativity, teacher motivation, self-confidence and job satisfaction scales based on how much they agreed with what was stated in the questionnaires. After administering the research, the findings revealed that there was a statistically significant relationship between Iranian EFL teachers’ self-confidence and job satisfaction. Moreover, there was a significant relationship between the EFL teachers’ creativity and job satisfaction. Similarly, the researcher found that there was a statistically significant relationship between the EFL teachers’ motivation and job satisfaction. At last, it was concluded that there was a statistically significant difference between the flipped and traditional teachers in terms of job satisfaction. In other words, the flipped teachers did have effective performance in terms of job satisfaction. As the implication of the study, the obtained results may be beneficial for Iranian high school EFL teachers.
