Factors affecting EFL teachers’ professional performance at public secondary schools in Yemen / Sameer Ahmed Awadh Boset

Sameer Ahmed , Awadh Boset (2018) Factors affecting EFL teachers’ professional performance at public secondary schools in Yemen / Sameer Ahmed Awadh Boset. PhD thesis, Universiti Malaya.

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Abstract

English as a Foreign Language (EFL) teachers' professional performance has a significant impact on their students‟ English performance and on their educational development. However, the problem in Yemen and many EFL contexts is that there are clear shortcomings in EFL teachers‟ professional performance. Studies assured the weaknesses of the EFL teachers‟ professional performance and recommended the necessity of searching for the reasons behind these weaknesses in order to improve teachers‟ performance. Considerable evidence indicates that teachers' competency, work motivation, job satisfaction, and professional performance are related. However, no study had related these four factors, especially in an EFL teachers‟ context. Therefore, this quantitative correlational study was designed to relate and model these three factors, particularly for EFL teachers' professional performance. The main purpose of this study was to examine the factors affecting EFL teachers' professional performance, particularly EFL teachers' competency, work motivation, and job satisfaction at public secondary schools in Yemen. The general objectives of this study were i) to investigate the direct and indirect effects of EFL teachers‟ competency, work motivation, and job satisfaction, on EFL teachers‟ professional performance at public secondary schools in Yemen; ii) to investigate the direct relationships among the three variables (EFL teachers‟ competency, work motivation, and job satisfaction); iii) to investigate the moderating roles of gender and teaching experience in the direct effects of EFL teachers' competency, work motivation, and job satisfaction on their professional performance. A survey method was used to collect data. Sampling using multistage probability techniques was applied in the present study. The data were collected using three different types of adopted questionnaires which were distributed to 511 EFL teachers, who are teaching EFL in public secondary schools in Yemen, and observation sheets were utilized to collect data about EFL teachers' professional performance. The observation forms were filled up from the data available in the schools and education offices. Collected data were analyzed using SPSS and SmartPLS software. The proposed direct, mediation, and moderation effects of the selected factors on EFL teachers' professional performance were measured. The analysis of the direct paths reveals that EFL teachers' competency, work motivation, and job satisfaction positively affect EFL teachers' professional performance; EFL teachers‟ competency positively affects EFL teachers' work motivation and job satisfaction; EFL teachers work motivation positively affects EFL teachers' job satisfaction. The analysis of the indirect paths reveals that EFL teachers‟ work motivation and EFL teachers‟ job satisfaction partially mediate the effect of EFL teachers‟ competency on EFL teachers‟ professional performance; EFL teachers‟ job satisfaction partially mediates the relationship between EFL teachers‟ work motivation and EFL teachers‟ professional performance. The results of moderation analysis show that gender moderates the effects of EFL teachers‟ competency and EFL teachers‟ job satisfaction on EFL teachers‟ professional performance; EFL teachers‟ job satisfaction on EFL teachers‟ professional performance was positively moderated by teaching experience. Overall it can be concluded that EFL teachers‟ competency, work motivation, job satisfaction, and professional performance should be nurtured and developed further. The former three variables can be effectively employed, nurtured, developed, reviewed, or embedded to boost the later variable in order to ensure that teaching and learning of EFL may become more effective and meaningful. The two demographic variables (gender and teaching experience) too should be taken into consideration to ensure better levels of EFL teachers' professional performance.

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