Open AccessThe Relationship Between Quality of Work Life and Job Motivation Among Iranian High School Teachers
Author(s) -
Ali Yasini,
Aliasghar Hayat,
Tahereh Yasini,
Ayatallah Saadattalab
Publication year - 2020
Publication title -
malaysian management journal/malaysian management journal
Language(s) - English
Resource type - Journals
eISSN - 2289-6651
pISSN - 0128-6226
DOI - 10.32890/mmj.15.2011.8974
Subject(s) - psychology , work motivation , psychological resilience , quality (philosophy) , relevance (law) , quality of working life , job security , work (physics) , social psychology , applied psychology , medical education , job satisfaction , mechanical engineering , philosophy , epistemology , political science , law , engineering , medicine
This study examines the relationship between EFL teachers’ quality of work life (QWL) and their job motivation. 126 Iranian EFL teachers currently working in high schools of Tehran were administered two questionnaires that assessed their motivation and quality of work life. Participants’ motivation to teach was assessed using a questionnaire developed by Noe & Bachhuber (1990) which includes three major subscales: career insight (8 items), career identity (5 items), and career resilience (13 items). In addition this study used Walton’s (1973) widely used quality of work life questionnaire. This 29-item questionnaire includes eight subscales: adequate and fair compensation (4 items), safe and healthy working (3 items), continued growth and security (3 items), constitutionalism in the work organization (5 items), the social relevance of work life (3 items), total life space (4 items), social integration in the work organization (4 items), and human progress capabilities (3 items). The results revealed that Iranian EFL teachers experience medium to low levels of motivation and QWL. In addition, a significant relationship was found between QWL categories and job motivation. Further, the best QWL predictors for teacher motivation were identified. The findings of this study are hoped to serve as a reference for principals and educational decision-makers in bringing about higher levels of motivation for language teachers.