detrimental effects of school organizational climate on teacher job motivation in efl context of iran: a phenomenological approach

This research delved into the effects of the school’s organizational climate on teacher job motivation, focusing on efl teachers ‘perspective in the context of iran. the study involved a sample of 25 efl teachers who were selected through a criterion sampling method, encompassing both male and female teachers. they partook in semi-structured interviews, during which they elucidated their perspectives on how soc influenced their motivation as teachers. these interviews were meticulously recorded utilizing audio recording devices and subjected to analysis via a phenomenological approach. the findings illuminated six prominent themes: dysfunctional principal leadership, inequitable salary system, and benefits, high teaching load, lack of autonomy, lack of constructive educational relationships, and unsatisfactory school facilities. consequently, the research underscores that a negative soc exerts a deleterious impact on the motivation of efl teachers. in conclusion, this study elucidates numerous practical managerial and pedagogical implications pertinent to stakeholders within the education system and process.