The Motivational Aspects of Meaningful Work among Iranian EFL Faculty Members
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...
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| Format: | Article |
| Language: | English |
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Alzahra University
2025-03-01
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| Series: | Journal of Language Horizons |
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| Online Access: | https://lghor.alzahra.ac.ir/article_8254_81fbd4f01d9518eff73d954e7d07742a.pdf |
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| author | Shahlal Roshani Ghaleh Sheikhi Ali Mohammadi Houshang Yazdani |
| author_facet | Shahlal Roshani Ghaleh Sheikhi Ali Mohammadi Houshang Yazdani |
| author_sort | Shahlal Roshani Ghaleh Sheikhi |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-bca328650a6a42e89abee4e5302a3e88 |
| institution | OA Journals |
| issn | 2588-350X 2588-5634 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Alzahra University |
| record_format | Article |
| series | Journal of Language Horizons |
| spelling | doaj-art-bca328650a6a42e89abee4e5302a3e882025-08-20T01:55:22ZengAlzahra UniversityJournal of Language Horizons2588-350X2588-56342025-03-0191679110.22051/lghor.2024.45627.18758254The Motivational Aspects of Meaningful Work among Iranian EFL Faculty MembersShahlal Roshani Ghaleh Sheikhi0Ali Mohammadi1Houshang Yazdani2PhD candidate in TEFL. Department of English Language and Literature, Faculty of Arts and Humanities, Arak University, Arak,, IranDepartment of English Language and Literature, Faculty of Literature and Foreign Languages, Arak University, Arak,, IranDepartment of English Language and Literature, Faculty of Arts and Humanities, Arak University, Arak,, IranThis 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.https://lghor.alzahra.ac.ir/article_8254_81fbd4f01d9518eff73d954e7d07742a.pdfefl facultiesmeaningful work, motivational factors, qualitative research |
| spellingShingle | Shahlal Roshani Ghaleh Sheikhi Ali Mohammadi Houshang Yazdani The Motivational Aspects of Meaningful Work among Iranian EFL Faculty Members Journal of Language Horizons efl faculties meaningful work, motivational factors, qualitative research |
| title | The Motivational Aspects of Meaningful Work among Iranian EFL Faculty Members |
| title_full | The Motivational Aspects of Meaningful Work among Iranian EFL Faculty Members |
| title_fullStr | The Motivational Aspects of Meaningful Work among Iranian EFL Faculty Members |
| title_full_unstemmed | The Motivational Aspects of Meaningful Work among Iranian EFL Faculty Members |
| title_short | The Motivational Aspects of Meaningful Work among Iranian EFL Faculty Members |
| title_sort | motivational aspects of meaningful work among iranian efl faculty members |
| topic | efl faculties meaningful work, motivational factors, qualitative research |
| url | https://lghor.alzahra.ac.ir/article_8254_81fbd4f01d9518eff73d954e7d07742a.pdf |
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