Professionalism and Commitment among Iranian EFL Teachers: Do Educational Context and Gender Make a Difference?

This study explored the status of professionalism and commitment among Iranian EFL Teachers. In doing so, ۱۳۶ (۸۶ private-and ۵۰ public-sector) EFL teachers of different ages (۲۵-۵۵) from different schools and institutes in Tehran participated in this study. The participants completed the pertinent instruments (i.e., Teachers’ Professionalism and Organizational Commitment Questionnaires). Moreover, out of ۱۳۶ participants, ۴۰ EFL teachers were interviewed. The results showed that both professionalism and commitment along with their subcategories were rationally high among EFL teachers. Furthermore, a positive correlation was found between EFL teachers’ professionalism and commitment. Besides, the content analysis of interviews indicated that professional teachers were committed to their teaching and were sensitive to learners’ needs. Likewise, committed teachers were actively looking for professional development opportunities. The results also showed that female EFL instructors had a higher level of professionalism and commitment than their male counterparts. Additionally, the results indicated that EFL instructors in language institutes had a higher level of professionalism and commitment than those in senior secondary schools. The findings can support EFL policymakers, supervisors, managers, and teacher trainers to grasp a better picture of professionalism and commitment in Iranian EFL educational contexts.

Keywords:

Commitment , Educational Context , EFL teachers , Gender , Language institutes , Professionalism , Senior Secondary Schools