Job satisfaction is a crucial component of the professional domain, as it can affect productivity and teacher professional identity (TPI), specifically in remote teaching contexts. The study investigates the association between TPI and online job satisfaction, focusing on virtual environments. The analysis of TPI encompasses personal, social, and institutional perspectives, which examine how teachers’ identities are influenced by their experiences, socioeconomic origins, and societal perceptions of the teaching profession. The study employed a nonparametric correlation analysis to investigate the association between job satisfaction and TPI among Iranian EFL instructors working in an online teaching environment. The data collection process included the administration of two surveys. The first questionnaire comprised thirty-eight items divided into five subscales measuring job satisfaction. The second questionnaire assessed TPI and contained thirty-seven items covering personal, social, and institutional components. Data was gathered from one hundred forty-four educators at private language institutes running online classes through different educational platforms. The study observed a weak positive relationship between TPI’s personal, institutional, and social factors and job satisfaction. The result implies that increasing personal and societal acknowledgement within the field of education can result in elevated levels of online teaching roles. The study offers valuable insights for educational policymakers and administrators in creating situations that promote a positive remote teaching environment to increase retention rates in academic institutions for teachers and job satisfaction, with the ultimate goal of enhancing teachers’ professional development.
Seifoori, Z., & Mir, S. (2024). Exploring the Relationship between Iranian EFL Teachers' Professional Identity and Job Satisfaction in Virtual Environments. Technology Assisted Language Education, 2(4), 45-68. doi: 10.22126/tale.2024.11421.1077
MLA
Zohreh Seifoori; Shima Mir. "Exploring the Relationship between Iranian EFL Teachers' Professional Identity and Job Satisfaction in Virtual Environments". Technology Assisted Language Education, 2, 4, 2024, 45-68. doi: 10.22126/tale.2024.11421.1077
HARVARD
Seifoori, Z., Mir, S. (2024). 'Exploring the Relationship between Iranian EFL Teachers' Professional Identity and Job Satisfaction in Virtual Environments', Technology Assisted Language Education, 2(4), pp. 45-68. doi: 10.22126/tale.2024.11421.1077
VANCOUVER
Seifoori, Z., Mir, S. Exploring the Relationship between Iranian EFL Teachers' Professional Identity and Job Satisfaction in Virtual Environments. Technology Assisted Language Education, 2024; 2(4): 45-68. doi: 10.22126/tale.2024.11421.1077
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