An Investigation of Iranian EFL Teachers’ Enthusiasm to Teaching: The Case of the Level of their Reflective Practice

Abstract

The current study is an endeavour to explore Iranian EFL (English as Foreign Language) teachers’ enthusiasm for teaching and their level of reflection. This study investigates the relationship between Iranian EFL teachers’ enthusiasm for teaching and their reflective practices during teaching in the classroom. The other aim of the study was to find out whether EFL teachers’ level of enthusiasm is a significant predictor of the degree of their reflective practice. The participants consisted of 170 Iranian male and female EFL teachers. The researcher used The Reflective Teaching Instrument and Teachers Enthusiasm Scale to gather the required data. The first questionnaire was used to assess the participants’ level of reflection, and the second one was used to investigate their teaching enthusiasm. The results of data analysis using the Pearson Correlation test indicate that there was a significant correlation between the Iranian EFL teachers’ reflection and their teaching enthusiasm. The findings showed that the two variables of the study had a significant effect on each other and, accordingly, marking teachers’ enthusiasm as a predictor for their reflective practice.