Abstract
This study examines Iranian EFL teachers’ sense of professional identity and their computer literacy. To these end, 718 EFL teachers from different cities in Iran filled out job satisfaction, occupational commitment, and computer literacy questionnaires. SPSS software was employed to summarize the collected data. Independent Sample t-test and Pearson Product-Moment Correlation were run to check the level of significance. For qualitative data collection, five open-ended questions were added to the end of the job satisfaction questionnaire. The obtained answers were categorized and the frequency for each category was calculated. The results revealed that computer literacy has a significant relation with continuance commitment, job satisfaction, and gender. The results further suggested that teacher computer literacy provided an encouraging base for their professional identity.
Highlights
Over the last century, professionalism has been the subject of numerous studies (Day, 2002). Day (1999) defined teachers as the heart of the process of education
The results revealed that computer literacy has a significant relation with continuance commitment, job satisfaction, and gender
No significant correlations were found between computer literacy with affective and normative commitment
Summary
Professionalism has been the subject of numerous studies (Day, 2002). Day (1999) defined teachers as the heart of the process of education. Verghase (2010) pointed out though some scholars (Moran, 1996; Duff & Uchida, 1997; Johnston, 1997) investigated ESL, bilingual, and foreign language teachers’ professional identities, they have never been considered as a subtopic within the field of language teacher education. The language teachers are needed to access information in order to perform their responsibilities more successfully He argued that change is a prerequisite for ICT use in educational environment. H01: There is no significant relationship between Iranian EFL teachers’ sense of professional identity and their computer literacy. H02: There is no significant relationship between Iranian EFL teachers’ computer literacy and their gender
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