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

Moulavinafchi, Asghar; Hosseini, Sayyede Maryam

doi:10.22080/iselt.2025.29663.1108

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

Document Type : Original Article

Authors

¹ Assistant Professor of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

² English Language Department, Faculty of Humanities, University of Zanjan, Zanjan, Iran.

10.22080/iselt.2025.29663.1108

Abstract

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.

Keywords

Main Subjects

Copyright © 2025 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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