A Comparative Study of Iranian and Japanese English Teachers" Demotivational Factors
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This study examined demotivational factors among Iranian and Japanese college teachers of English. To achieve the purpose, the study used a 35- item questionnaire and semi-structured interviews. The results were compared with the similar study in Japan by Sugino (2010). The findings of the study revealed that Iranian and Japanese lecturers are much similar regarding motivation and demotivation in their teaching. However, there is difference with respect to the top items causing demotivation. For Iranian teachers, the most demotivating items were ``No consistency in curriculum with clear goals``, ``No bonus, ``Little appreciation from the administration``, ``Employment system is unstable``, ``When students are not interested in studying``, and ``Lack of research fund``. Whereas, the top demotivating items for Japanese college teachers were: students using cell-phones in classes, students sleeping in class, students taking rebellious attitudes, long meeting hours, much paperwork, and ``fixed teaching method. Implications for curriculum development, working conditions, and educational authorities will be discussed.
Abstract
This study examined demotivational factors among Iranian and Japanese college teachers of English. To achieve the purpose, the study used a 35- item questionnaire and semi-structured interviews. The results were compared with the similar study in Japan by Sugino (2010). The findings of the study revealed that Iranian and Japanese lecturers are much similar regarding motivation and demotivation in their teaching. However, there is difference with respect to the top items causing demotivation. For Iranian teachers, the most demotivating items were ``No consistency in curriculum with clear goals``, ``No bonus, ``Little appreciation from the administration``, ``Employment system is unstable``, ``When students are not interested in studying``, and ``Lack of research fund``. Whereas, the top demotivating items for Japanese college teachers were: students using cell-phones in classes, students sleeping in class, students taking rebellious attitudes, long meeting hours, much paperwork, and ``fixed teaching method. Implications for curriculum development, working conditions, and educational authorities will be discussed.
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