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The Motivational Aspects of Meaningful Work among Iranian EFL Faculty Members | ||
| Journal of Language Horizons | ||
| مقاله 3، دوره 9، شماره 1 - شماره پیاپی 23، خرداد 2025، صفحه 67-91 اصل مقاله (406.57 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2024.45627.1875 | ||
| نویسندگان | ||
| Shahlal Roshani Ghaleh Sheikhi1؛ Ali Mohammad Mohammadi* 2؛ Houshang Yazdani3 | ||
| 1PhD candidate in TEFL. Department of English Language and Literature, Faculty of Arts and Humanities, Arak University, Arak,, Iran | ||
| 2Department of English Language and Literature, Faculty of Literature and Foreign Languages, Arak University, Arak,, Iran | ||
| 3Department of English Language and Literature, Faculty of Arts and Humanities, Arak University, Arak,, Iran | ||
| چکیده | ||
| This qualitative study explored the motivational aspects of meaningful work among EFL faculty members utilizing grounded theory. To achieve the study's objectives, 19 faculty members with diverse ages, ranks, and tenures were selected as experts through purposive and theoretical sampling. Data analysis involved open coding, axial coding, and selective coding, complemented by constant comparison to derive insights. The findings revealed that the participant EFL faculty members were intrinsically motivated to engage in meaningful work and took proactive measures to do so. The coding process revealed four categories, including the need for (a) beneficence (serving others), (b) competence (becoming a better self), (c) relatedness (unity with others), and (d) autonomy (freedom). Additionally, the study identified various contextual factors, including individual characteristics (personality traits and autonomous motivation), organizational factors (organizational culture, job resources, and job demands), and student factors (engagement). These findings are consistent with the basic psychological needs outlined in self-determination theory, particularly the fulfillment of the needs for beneficence, autonomy, and relatedness. The findings also underscore the interconnectedness of these needs, with competency being satisfied through relatedness. The implications of this research are relevant to language educators and teacher training, emphasizing the importance of addressing these motivational factors to promote meaningful work in the university EFL context. | ||
| کلیدواژه‌ها | ||
| EFL faculties؛ meaningful work, motivational factors, qualitative research | ||
| عنوان مقاله [English] | ||
| بررسی جنبه های انگیزشی کار معنادار اعضای هیئت علمی زبان انگلیسی | ||
| نویسندگان [English] | ||
| شهلا روشنی قلعه شیخی1؛ علی محمد محمدی2؛ هوشنگ یزدانی3 | ||
| 1دانشجوی دکتری، گروه زبان انگلیسی، دانشکده ادبیات و زبانها، دانشگاه اراک، اراک، ایران | ||
| 2گروه زبان انگلیسی، دانشکده ادبیات و زبان‌های خارجی، دانشگاه اراک، اراک، ایران | ||
| 3گروه زبان انگلیسی، دانشکده ادبیات و زبانها، دانشگاه اراک، اراک، ایران | ||
| چکیده [English] | ||
| مطالعه ی حاضر، به مطالعه کیفی تحلیل و بررسی ادراک و انگیزه اعضای هیات علمی زبان انگلیسی درزمینه ی معناداری شغلی پرداخته است . به منظور انجام پژوهش، 19 نفر از اعضای هیأت علمی با رتبه های علمی مختلف به روش نمونه گیری هدفمند انتخاب و داده ها با انجام مصاحبه نیمه ساختاریافته و مشاهده کلاسی جمع آوری گردید. بر اساس یافته‌ها، مفهوم "تاثیرگذاری مثبت بر زندگی فراگیران" با فراوانی 11 از بارزترین مفاهیم در انگیزه اساتید از معناداری شغلی آشکارشد.و کار معنادار از دیدگاه اساتید زبان انگلیسی به عنوان کاری معرفی گردید که تاثیر شناختی، روانشناختی ، و آکادمیک مثبتی بر فراگیران داشته باشد (افزایش توانش ارتباطی فراگیران، ارتقای خودکارآمدی جمعی، تغیرذهنیت منفی ، ایجاد آمادگی فراگیران برای شغل آینده). بر این اساس، از بررسی عوامل زمینه ای موثر بر معناداری شغلی مفاهیم مختلفی از جمله ویزگی های فردی ( ویژگی های شخصیتی، انگییزه ی درونی) عوامل سازمانی ( فرهنگ سازمانی، منابع شغلی، الزامات شغلی، تعهد عاطفی) محیط کار( محبط دانشگاه محل کار) و عوامل مربوط به دانشجو (مشارکت فعال) پدیدارشد. . استراتژی‌های پیشنهادی برای حل مسائل زمینه‌ای در رابطه با ایجاد کار معنادار ، بازآفرینی شغلی (بازآفرینی شناختی، بازآفرینی ارتباطی، بازآفرینی تکلیف)، افزایش حمایت سازمانی از طریق افزایش منابع شغلی (خودمختاری، ارتباط، شایستگی، بازخورد، ارتقاء شغلی، تامین مالی، امنیت شغلی، حقوق و دستمزد، مشارکت در تصمیم گیری) و کاهش تقاضاهای شغلی (مشکلات جسمی، فیزیولوژیکی، روانی، مشکل زمان درموارد مربوط به تدریس- پژوهش- خدمات). نتایج به کارگیری استراتژی های کار معنادار در زمینه های تدریس زبان انگلیسی می باشند دستاوردهای تحقیق شامل فراگیران، سازمان، و استاد حاصل آمد. دلالتهای ارایه ی تحقیقات آتی در پایان ارایه می گردد | ||
| کلیدواژه‌ها [English] | ||
| کارمعنادار, عوامل, انگیزشی, هیات, علمی | ||
| مراجع | ||
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