EFL Teachers Motivation and Job Satisfaction: A Comparative Study between Private and Public Schools in Erbil

Abstract

This study examines the motivation and job satisfaction levels of English as a Foreign Language (EFL) teachers in public and private schools in Erbil, Kurdistan/Iraq. The aim is to fill the research gap in local studies specifically focused on applied linguistics. Data was collected using both quantitative and qualitative methods. A questionnaire adapted from previous studies was completed by 200 EFL teachers randomly selected from 93 schools in Erbil. Descriptive and inferential tests were conducted using SPSS version 25. Additionally, interviews were conducted with nine participants from both types of schools and analyzed thematically. The findings indicate that EFL teachers are predominantly intrinsically motivated and enter the profession due to their passion for the field. Private school EFL teachers exhibit higher levels of extrinsic motivation and job satisfaction. Gender and teaching experience positively affect both motivation and job satisfaction, while age is not significantly associated with motivation but does impact job satisfaction. A positive correlation between motivation and job satisfaction is observed. Overall, this study contributes to the understanding of EFL teachers' motivation and job satisfaction in Erbil, with potential implications for educational policies and practices.