THE RELATION BETWEEN TEACHER MOTIVATION AND TEACHER REFLECTION IN EFL CONTEXT

Abstract

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 iii 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