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Moulavinafchi, Asghar, Hosseini, Sayyede Maryam. (1404). Examining the Nexus of Teacher Attitudes, Welfare, Satisfaction, and Performance in Iranian EFL High Schools. پژوهشنامه مدیریت اجرایی, (), -. doi: 10.22080/iselt.2025.29663.1108
Asghar Moulavinafchi; Sayyede Maryam Hosseini. "Examining the Nexus of Teacher Attitudes, Welfare, Satisfaction, and Performance in Iranian EFL High Schools". پژوهشنامه مدیریت اجرایی, , , 1404, -. doi: 10.22080/iselt.2025.29663.1108
Moulavinafchi, Asghar, Hosseini, Sayyede Maryam. (1404). 'Examining the Nexus of Teacher Attitudes, Welfare, Satisfaction, and Performance in Iranian EFL High Schools', پژوهشنامه مدیریت اجرایی, (), pp. -. doi: 10.22080/iselt.2025.29663.1108
Moulavinafchi, Asghar, Hosseini, Sayyede Maryam. Examining the Nexus of Teacher Attitudes, Welfare, Satisfaction, and Performance in Iranian EFL High Schools. پژوهشنامه مدیریت اجرایی, 1404; (): -. doi: 10.22080/iselt.2025.29663.1108

Examining the Nexus of Teacher Attitudes, Welfare, Satisfaction, and Performance in Iranian EFL High Schools

Interdisciplinary Studies in English Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 آبان 1404
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2025.29663.1108
نویسندگان
Asghar Moulavinafchi* 1؛ Sayyede Maryam Hosseini2
1Assistant Professor of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2English Language Department, Faculty of Humanities, University of Zanjan, Zanjan, Iran.
تاریخ دریافت: 20 تیر 1404،  تاریخ بازنگری: 27 شهریور 1404،  تاریخ پذیرش: 01 آبان 1404 
چکیده
This research sought to explore the connections between teachers' professional attitudes, their welfare, job satisfaction, and performance among Iranian EFL high school educators. A total of 205 Iranian EFL teachers (125 male, 80 female) from various regions of Iran participated in the study, selected through convenience sampling. Data were collected using four validated instruments: the Teacher Professional Attitude Scale (TPAS), the Teacher Welfare Scale (TWS), the Job Satisfaction Questionnaire (JSQ), and the EFL Teachers' Job Performance Questionnaire (TJPQ)—all administered in English. Data collection occurred during the 2023–2024 academic year, both in person at schools and via social media platforms, with a 92% response rate. The data analysis process involved screening for univariate and multivariate outliers, checking normality through skewness and kurtosis, assessing reliability via Kuder-Richardson 21 coefficients, and conducting Pearson correlation analyses using SPSS software (version 26). The results revealed significant, strong positive correlations among professional attitude, welfare, job satisfaction, and job performance (r values ranging from 0.67 to 0.79, p < 0.01), indicating that higher levels in one area were associated with improvements in others. These outcomes underscore the importance of adopting a comprehensive approach to teacher management and professional development. The study highlights the value of fostering positive professional attitudes, ensuring sufficient welfare support, and enhancing job satisfaction among educators. Its implications can inform policy-making, teacher evaluation frameworks, and teacher training programs to elevate the quality of education in Iran.
کلیدواژه‌ها
Iranian EFL high school teachers؛ Job satisfaction؛ Professional attitude؛ Teacher performance؛ Teacher welfare
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