Detrimental Effects of School Organizational Climate on Teacher Job Motivation in EFL Context of Iran: A Phenomenological Approach

Abstract

The pivotal role of teachers in delivering quality education is undeniable. However, the influence of the organizational climate on teachers’ motivation, which is crucial for educational outcomes, has not been extensively explored. This research delves into the impact of the school organizational climate on teacher job motivation, with a focus on the experiences of EFL teachers in Iran. The study sampled 25 EFL teachers using criterion sampling, including both male and female teachers. Participants engaged in semi-structured interviews, which were audio-recorded and analyzed using a phenomenological approach to elicit their views on the influence of school organizational climate on their motivation. The analysis revealed six salient themes: dysfunctional principal leadership, inequitable salary system and benefits, high teaching load, lack of autonomy, lack of constructive educational relationships, and unsatisfactory school facilities. The findings indicate that a negative school organizational climate significantly undermines EFL teachers’ motivation. In conclusion, the study highlights managerial and pedagogical implications for stakeholders in the education sector, emphasizing the need for an improved school organizational climate to bolster teacher motivation

Keywords

• efl teachers
• phenomenological study
• school organizational climate
• teacher job motivation.