Is Iranian EFL Teachers’ Professional Competence Significantly Correlated with Their Job Performance? If Yes, How Much and How?

The present study sought out to examine the relationship between Iranian EFL teachers’ professional competence and job performance quantitatively and qualitatively. To this end, a total of ۳۳۰ EFL teachers, including males (n = ۱۸۵) and females (n = ۱۴۵) for the quantitative part, as well as a sample of ۲۵ high school English teachers, consisting of males (n = ۱۱) and females (n = ۱۴) for the qualitative part were selected using a random sampling method in Khorramabad City and Borujerd City, Iran. The participants responded to an EFL Teachers’ Job performance Questionnaire, an EFL Teachers’ Professional Competence Questionnaire, and a reflective written statement. The collected data were analyzed through a Pearson correlation analysis, a multiple regression analysis, and a standard thematic coding analysis. Findings evidenced a positive correlation between the participants’ professional competence and their job performance. Additionally, the results evidenced that the participants’ job performance was mainly impacted by skills, knowledge, and attitudes factors, comprising their professional competence. The complementary qualitative findings yielded four overarching themes: “increased job effectiveness”, “improved teaching self-efficacy”, “increased teaching motivation”, and “promoted organizational acceptance”. The study concludes with offering a range of implications and avenues for further research.

Keywords:

thematic coding analysis , EFL teachers , Job performance , Professional competence