An Investigation into Iranian EAP Teachers’ Mindfulness and Job Satisfaction
محورهای موضوعی : Journal of Studies in Learning and Teaching EnglishParisa Dankoob 1 , Ogholgol Nazari 2
1 - Department of English Language Teaching, Gorgan Branch, Islamic Azad University, Gorgan, Iran.
2 - Assistant Professor, Department of English Language Teaching, Gorgan Branch, Islamic Azad University, Gorgan, Iran
کلید واژه: English for academic purposes, mindfulness, job satisfaction, positive psychology,
چکیده مقاله :
To meet the specific needs of learners, English for Academic Purposes (EAP) courses burden teachers with many challenges and stressful situations which in turn necessitates caring about EAP teachers’ positive emotions. Thus, this study investigated the levels of job satisfaction and mindfulness among Iranian EAP teachers. It also probed the differences among the EAP teachers with different demographic characteristics regarding their mindfulness and job satisfaction. Moreover, it examined the relationship between these two variables. To this end, data was collected from 100 Iranian EAP instructors with different demographics through two questionnaires on job satisfaction and mindfulness. The results indicated the levels of mindfulness and job satisfaction among Iranian EAP teachers. It was also found that EAP teachers differing in gender, age, and experience, but not in school of study, differed in their levels of job satisfaction and mindfulness. Furthermore, Pearson correlation showed a positive significant relationship between these two variables. Finally, some implications for EAP teachers and policymakers are presented.
To meet the specific needs of learners, English for Academic Purposes (EAP) courses burden teachers with many challenges and stressful situations which in turn necessitates caring about EAP teachers’ positive emotions. Thus, this study investigated the levels of job satisfaction and mindfulness among Iranian EAP teachers. It also probed the differences among the EAP teachers with different demographic characteristics regarding their mindfulness and job satisfaction. Moreover, it examined the relationship between these two variables. To this end, data was collected from 100 Iranian EAP instructors with different demographics through two questionnaires on job satisfaction and mindfulness. The results indicated the levels of mindfulness and job satisfaction among Iranian EAP teachers. It was also found that EAP teachers differing in gender, age, and experience, but not in school of study, differed in their levels of job satisfaction and mindfulness. Furthermore, Pearson correlation showed a positive significant relationship between these two variables. Finally, some implications for EAP teachers and policymakers are presented.
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