Abstract
This study sought out to explore the contributions of the Iranian school organizational climate to English Foreign Language (EFL) teachers’ job satisfaction in a mixed methods approach in a broad scope in Iran. To accomplish the objectives, using stratified random sampling, a total of 440 male and female teachers from state schools and private language schools in Tehran, Markazi, and Lorestan Provinces were selected. The quantitative data were gathered by means of a modified version of Horowitz and Zak’s (1979) School Organizational Climate Questionnaire and Spector’s (1985) Job Satisfaction Questionnaire. The qualitative data were also collected by administering interviews with 40 EFL teachers selected using stratified random sampling. Then, the data were analyzed through Pearson correlation, multiple regression analysis, and content analysis. Results revealed that there exists a significant positive correlation between the school organizational climate and the EFL teachers’ job satisfaction. In addition, it was found that the job satisfaction is mostly affected by teaching load, principal leadership, autonomy and decision making, and intimacy and warmth factors. Besides, the findings disclosed that the school organizational climate is neither favorable nor positive such that it has negatively affected the Iranian EFL teachers’ job satisfaction. In the end, the pedagogical and managerial implications of the findings are discussed in-depth.
Highlights
English Teachers’ Job Satisfaction: Assessing Contributions of the Iranian School Organizational Climate in a Mixed Methods Study
M of R2 (0.32) is significant, it can be concluded that the dimensions of the school organizational climate have meaningful impact on the English r Foreign Language (EFL) teachers’ job satisfaction
It was found that school facilities dimension did not have a remarkable effect on the EFL teachers’ job satisfaction
Summary
A mass of definitions have been presented. In one of the most cited definitions, Schneider and Barbera (2014) define organizational climate as employees’ perceptions concerning policies, practices, procedures, and making of decisions in work environment. Factors that relate to the environment factor consist of communication and employee recognition (Weiss & Cropanzano, 1996), the factors that are germane to the individual dimension include emotions, genetics, and personality (Cote & Morgan, 2002), and the factors that are t concerned with psychological facet in nature comprise one’s life, family, and community (Wright & Cropanzano, 2000) These factors are postulated to influence employees’ opinion of how interesting the work is and how much ip they enjoy doing it. Abdullah (2011) came to the opinion that two kinds of broad factors influence job satisfaction, including biographic factors such as age, gender, education level, and marital status r and environmental factors such as salary, benefits, promotion, nature of work and supervision It is, worth noting that these factors may vary widely in different countries and in various communities. C based on the empirical findings practical steps can be taken to remove the causes leading to the Adestructive and demoralized workplace
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