مصونیت و انگیزه مدرسان زبان انگلیسی: مدارس دولتی و موسسات خصوصی

نوع مقاله : مقاله پژوهشی

چکیده

تحقیقات اخیر, بسیاری از عوامل موثر در انگیزش مدرسان زبان انگلیسی را شناسایی کرده است (همچون پنداره، مصونیت ، پیشرفت دانش آموزان ، خود معلمان ، رضایت شغلی ، روابط اجتماعی). مصونیت مدرسین زبان انگلیسی یک مفهوم نسبتاً بدیع است و تحقیقات اندکی برای بررسی ارتباط آن با انگیزه انجام شده است. بنابراین ، مطالعه حاضر با هدف بررسی رابطه احتمالی انگیزه مدرسین زبان انگلیسی و مصونیت آنها در دو محیط مختلف (مدارس دولتی و موسسات خصوصی) تنظیم شده است. به همین منظور ، یک پرسشنامه سه بخشی (رحمتی ، 2018) به صورت الکترونیکی در میان مدرسین زبان انگلیسی ایرانی درهر دو محیط توزیع شد (157 = (Nتا داده های کمی در مورد رابطه احتمالی مصونیت و انگیزه استخراج شود. برای مرحله کیفی مطالعه ، هفت مدرس زبان انگلیسی از هرگروه مصاحبه شدند تا عوامل انگیزشی و مخرب در میان مدرسین در راستای ایجاد مصونیت شناسایی شوند . نتایج آزمون همبستگی پیرسون نشان دهنده یک رابطه مثبت (r = 0.21) بین ایمنی و انگیزه بود. عوامل استرس زای معلمان زبان و استراتژی های مدیریت مرتبط با آنها و همچنین عوامل انگیزشی مدرسان که از طریق مصاحبه استخراج شده اند ، در این مقاله بحث شده است.

کلیدواژه‌ها


Alavi, S. M., & Mehmandoust, Z. (2011). An exploration of sources of foreign language teacher motivation in Iran. The Journal of Applied Linguistics, 4, 24-46.
Alexander, P.A. (2008) Charting the course for the teaching profession: the energizing and sustaining role of motivational forces. Learning and Instruction, 18, 483-491.
Bandura, A. (1999). Social cognitive theory of personality. Handbook of personality2, 154-96.
Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92, 387-401.
Brown, H. D. (2000). Principles of Language Learning and Teaching. New York: Longman.
Butler, R. (2007) Teachers achievement goal orientations and associations with teachers help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241-252.
Butler, R. (2012) Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104, 726-742.
Dehqan, M., Barjasteh, H., & Faraji, M. (2017). Coming to terms with technology: Iranian high school teachers' perceived barriers and proposed solutions. Teaching English Language, 11, 77-101.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The modern language journal, 78, 273-284.
Hammerness, K. (2001). Teachers' visions: The role of personal ideals in school reform. Journal of Educational change, 2, 143-163.
Hammerness, K. (2008). If you don't know where you are going, any path will do: the role of teachers' visions in teachers' career paths. The New Educator, 4, 1-22.
Haseli Songhori, M., Ghonsooly, B., & Afraz, Sh. (2018). Language teacher immunity among Iranian EFL teachers: A self-organization perspective. Iranian Journal of English for Academic Purposes, 7, 128-143.
Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in teachers. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 214-237). Bristol: Multilingual Matters.
Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study.  The Modern Language Journal, 101, 669- 690.
Hiver, P., & Dörnyei, Z. (2015). Language teacher immunity: A double-edged sword. Applied Linguistics, 38, 405-423.
Hiver, P., Kim, T.-Y., & Kim, Y. (2018). Language teacher motivation. In S. Mercer & A. Kostoulas (Eds.), Language Teacher Psychology (pp. 18–33). Bristol, England: Multilingual Matters.
Igawa, K. (2009). Initial career motivation of English teachers: Why did they choose to teach English? Shitennoji University Bulletin, 48, 201-226.
Karimi, M. N., & Ziaabadi, F. (2019). Teachers’ motivation to teach, teacher credibility, metacognitive awareness, and students’ motivation and affective learning: A structural equation modeling analysis. Teaching English Language,13, 147-176.
Kissau, S., Davin, K. J., & Wang, Ch. (2019). Aspiring world language teachers: their influences, perceptions, and commitment to teaching. Teacher and Teacher Education, 78, 174-182.
Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan.
Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99, 435-449.
Lim, J. (2015). Researching language teacher cognition and practice. System, 49, 163-165.
Macià, M., & Garcià, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307.
Ordem, E. (2017). A language teacher's reflection on maladaptive immunity, possible selves and motivation. International Education Studies, 10, 1-8.
Ostovar Namaghi, S. A. (2009). A data-driven conceptualization of language teacher identity in the context of public high schools in Iran. Teacher Education Quarterly, 36, 111- 124.
Pavlenko, A. (2003). "I never knew I was bilingual": Re-imagining teacher identities in TESOL. Journal of Language, Identity and Education, 2, 251-268.
Pennington, M., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47, 5-23. doi: 10.1177/0033688216631219
Pourbahram, R., & Hajizadeh, M. (2018). The relationship between EFL instructors’ emotional intelligence and learners’ academic achievement. Language Teaching and Educational Research, 1, 42-51.
Rahimpour, H., Amirian, S. M. R., Adel, S. M. R., & Zareian, G. R. (2020). A model of the factors predicting English language teacher immunity: A path analysis: Indonesian Journal of Applied Linguistics, 10, 73-83.
Rahmati, T. (2018). Dynamic interplay of language teacher immunity, vision, and motivation among Iranian EFL teachers. Unpublished PhD Dissertation. Urmia University, Urmia, Iran.
Rahmati, T., Sadeghi, K., & Ghaderi, F. (2018). English language teachers' vision and motivation: possible selves and activity theory perspectives. RELC Journal, 50, 457-474.
Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: An integrative reflective practice. Iranian Journal of Language Teaching Research,7, 91-107.
Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers’ goal orientations for teaching: Associations with instructional practices and teachers' engagement. Learning and Instruction, 20, 30-46.
Richardson, P.W., & Watt, H.M. (2014). Why people choose teaching as a career: An expectancy-value approach to understanding teacher motivation. In P.W. Richardson, S.A. Karabenick and H.M. Watt (eds) Teacher Motivation: Theory and Practice (pp. 3-19). New York: Routledge.
Richardson, P.W., & Watt, H.M. (2016). Factors influencing teaching choice: Why do future teachers choose the career? In J. Loughran and M.L. Hamilton (eds) International Handbook of Teacher Education (pp. 275-305). Singapore: Springer.
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.
Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work. Teaching and Teacher Education, 30, 120-129.
Saboori, F., & Pishghadam, R. (2016). English language teachers’ burnout within the cultural dimensions framework. The Asia-Pacific Education Researcher, 25, 677-687.
Sadeghi, K., & Khezrlou, S. (2016). The experience of burnout among English language teachers in Iran: self and other determinants. Teacher Development, 20, 631-647. doi:10.1080/13664530.2016.1185028
Shaalvik, E., & Shaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069.
Tao, J., Zhao, K., & Chen, X. (2019). The motivation and professional self of teachers teaching languages other than English in a Chinese University. Journal of Multilingual and Multicultural Development, 40, 633-646.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001) Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Urdan, T. (2014) Concluding commentary: Understanding teacher motivation. In P.W. Richardson, S.A. Karabenick and H.M. Watt (eds) Teacher Motivation: Theory and Practice (pp. 227-246). New York: Routledge.
Varghases, M., Morgan, B., Johnston, B., & Johnston, A. K. (2005). Theorizing language teacher identity: three perspectives and beyond. Journal of Language, Identity, and Education, 4, 21-44.
Visser-Wijnveen, G., Stes, A., & Van Petegem, P. (2014) Clustering teachers’ motivations for teaching. Teaching in Higher Education, 19, 644-656.
Wyatt, M. (2010). An English teacher’s developing self-efficacy beliefs in using groupwork. System, 38, 603-613.
Wyatt, M. (2016). Are they becoming more reflective and/or efficacious? A conceptual model mapping how teachers' self-efficacy beliefs might grow. Educational Review, 68, 114-137.
Yaghoubinejad, H., Zarrinabadi, N., & Nejadansari, D. (2017) Culture-specificity of teacher demotivation: Iranian junior high school teachers caught in the newly-introduced CLT trap. Teachers and Teaching: Theory and Practice, 23, 127–40.   
Yuan, E. R., & Zhang, L. J. (2017). Exploring student teachers' motivation change in initial teacher education: A Chinese perspective. Teaching and Teacher Education, 61, 142-152.