Özet:
In the field of English as a Foreign Language (EFL) education, the role of
teachers is pivotal in facilitating effective language learning experiences. As the
demands and expectations placed on EFL educators continue to evolve, it becomes
increasingly important to investigate the factors that contribute to their professional
development and instructional effectiveness. Among these factors, teacher
motivation and teacher reflection have emerged as significant areas of interest. The
aim of the current study was to explore the intricate relationship between teacher
motivation and teacher reflection within the context of EFL. A descriptive design
was used to examine the interplay between these two constructs and to explore (1)
the correlation between teacher motivation and teacher reflection, (2) whether
teachers’ levels of reflection vary depending on their years of teaching experience
and, (3) to explore if teachers’ levels of reflection vary depending on their
educational background. Through an in-depth exploration of existing literature,
research, and analysis, this study contributes to the existing knowledge base and
offers practical implications for EFL teacher professional development and
instructional enhancement. For the quantitative process, one data collection tool was
used. An adapted questionnaire from Algül (2021) was administered to 41 teachers
across three universities in Istanbul. The adapted questionnaire comprised two
sections: one focused on teacher motivation (12 items) and the other on teacher
reflection (11 items). Using a Likert scale, participants indicated the frequency of
their engagement in the behaviors or practices described. Following the data
collection, the responses were analyzed using the Statistical Package for the Social
Sciences (SPSS). The results indicated a moderate positive correlation between
motivation and reflection, implying that more motivated teachers tend to exhibit
more reflection. However, variables like years of teaching experience and
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educational background did not significantly influence the reflection levels. The
slight trend of teachers with a master’s degree having higher reflective tendencies
needs further exploration, considering the non-significance of the findings and the
smaller sample size of participants with a PhD. Through an in-depth exploration of
existing literature, research, and analysis, conclusions were made, and practical
implications were offered. The findings of this study contribute to understanding the
relationship between teacher motivation and reflection in EFL teaching
