A Possible Selves Theory Perspective on EFL Teacher Vision and Motivation
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| Title: | A Possible Selves Theory Perspective on EFL Teacher Vision and Motivation |
|---|---|
| Language: | English |
| Authors: | Karim Sadeghi, Roghayeh Pourbahram |
| Source: | TESOL Journal. 2026 17(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | English (Second Language), Language Teachers, Teacher Motivation, Teacher Attitudes, Public Schools, Private Education, Foreign Countries, Second Language Instruction |
| Geographic Terms: | Iran |
| DOI: | 10.1002/tesj.70095 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | Recent studies in language teacher education have highlighted a number of elements influencing teacher motivation. Vision is one such relatively new concept, the link between which and language teacher motivation has not received due research attention. The present mixed-methods study was conducted to examine the relationship between language teacher vision and motivation from the perspective of Possible Selves Theory in the two contexts of public schools and private language centers in Iran. Another aim of the study was to explore obstacles in the route of vision formation. An e-questionnaire was used to find out the possible relationship between language teachers' vision and motivation (N = 157). Next, 14 teachers took part in a follow-up interview to identify the factors boosting or hindering EFL teacher vision formation. Statistical analysis indicated a strong positive relationship between motivation and vision. However, differences were observed in the ways teachers perceive vision in public schools as opposed to their counterparts in private language centers, with teachers in the latter group exhibiting improved levels of vision. Although challenges of forming a fully functioning vision were different in the two contexts, they also shared some commonalities. Moreover, interviewees identified role modeling as a significant strategy for cultivating a personal vision, a finding that is discussed in detail within this paper. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498557 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1498557 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Possible Selves Theory Perspective on EFL Teacher Vision and Motivation – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Karim+Sadeghi%22">Karim Sadeghi</searchLink><br /><searchLink fieldCode="AR" term="%22Roghayeh+Pourbahram%22">Roghayeh Pourbahram</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2026 17(1). – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Motivation%22">Teacher Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Education%22">Private Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1002/tesj.70095 – Name: ISSN Label: ISSN Group: ISSN Data: 1056-7941<br />1949-3533 – Name: Abstract Label: Abstract Group: Ab Data: Recent studies in language teacher education have highlighted a number of elements influencing teacher motivation. Vision is one such relatively new concept, the link between which and language teacher motivation has not received due research attention. The present mixed-methods study was conducted to examine the relationship between language teacher vision and motivation from the perspective of Possible Selves Theory in the two contexts of public schools and private language centers in Iran. Another aim of the study was to explore obstacles in the route of vision formation. An e-questionnaire was used to find out the possible relationship between language teachers' vision and motivation (N = 157). Next, 14 teachers took part in a follow-up interview to identify the factors boosting or hindering EFL teacher vision formation. Statistical analysis indicated a strong positive relationship between motivation and vision. However, differences were observed in the ways teachers perceive vision in public schools as opposed to their counterparts in private language centers, with teachers in the latter group exhibiting improved levels of vision. Although challenges of forming a fully functioning vision were different in the two contexts, they also shared some commonalities. Moreover, interviewees identified role modeling as a significant strategy for cultivating a personal vision, a finding that is discussed in detail within this paper. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1498557 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1498557 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/tesj.70095 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 Subjects: – SubjectFull: English (Second Language) Type: general – SubjectFull: Language Teachers Type: general – SubjectFull: Teacher Motivation Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Public Schools Type: general – SubjectFull: Private Education Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Iran Type: general Titles: – TitleFull: A Possible Selves Theory Perspective on EFL Teacher Vision and Motivation Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Karim Sadeghi – PersonEntity: Name: NameFull: Roghayeh Pourbahram IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1056-7941 – Type: issn-electronic Value: 1949-3533 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: TESOL Journal Type: main |
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