Teach With Love And Logic
The Relationship Among, Motivation to Teach, Reflective Thinking and Classroom Management
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The present study aimed to investigate the relationship between Iranian EFL teachers' reflective thinking, their motivation to teach and classroom management ability. In this regard, 102 EFL teachers at different levels of teaching who were heterogeneous in terms of their age, gender and academic degree, were chosen to fill in three questionnaires on reflective thinking, motivation to teach and classroom management. At first, to ensure the normality of the variables, the Kolmogorov-Smirnov Test or (K-S) was consumed in addition to descriptive statistics. Then, the Pearson product-Moment correl...
The present study aimed to investigate the relationship between Iranian EFL teachers' reflective thinking, their motivation to teach and classroom management ability. In this regard, 102 EFL teachers at different levels of teaching who were heterogeneous in terms of their age, gender and academic degree, were chosen to fill in three questionnaires on reflective thinking, motivation to teach and classroom management. At first, to ensure the normality of the variables, the Kolmogorov-Smirnov Test or (K-S) was consumed in addition to descriptive statistics. Then, the Pearson product-Moment correlation was used as the analytical method to analyze the data and to come to the conclusion. The obtained result showed that there was a positive correlation between teachers' reflective thinking and class management. A strong relationship was observed between motivations to teach and class management and there was also a positive correlation between teachers' reflective thinking and motivation to teach. Therefore, it can be said that the teachers' reflective thinking will positively and directly affect their motivation to teach.
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