Iranian EFL teachers’ perspectives of qualities of a good language teacher: Does educational context make a difference?

Abstract

The purpose of this mixed methods study was to explore EFL teachers’ perspectives of qualities of a good language teacher and to examine the possible differences in their perspectives as a function of educational contexts including language institutes, junior/senior high schools, and universities. To this end, 386 Iranian EFL teachers completed a self-report questionnaire on qualities of a good language teacher. Also, to better understand EFL teachers’ perspectives, we conducted semi-structured interviews with 40 EFL teachers. Our results showed that teaching boosters and care and enthusiasm were held in high regard by EFL teachers in all the educational settings in question. Evaluation, by contrast, was the last-ranked quality of a good language teacher as perceived by EFL teachers. The results of the MANOVA suggested that language institute EFL teachers differed significantly from senior/junior high school teachers in terms of morality and booster. They were also significantly different from university, senior/junior high school teachers regarding accountability, evaluation, care and enthusiasm, and attention. However, no significant differences were observed between EFL teachers in the educational contexts under study concerning attendance. The results of semi-structured interviews substantiated those of the questionnaire. Nonetheless, minor disparities were found in the interviews with respect to the weight and significance attached to the evaluation. The study holds clear implications for stakeholders, language teachers, and teacher educators.