navigating the interplay between teachers' knowledge of dogme teaching and their professional success

This study sought to screen teachers' knowledge of dogme teaching and their professional success among iranian university professors. more precisly, it inspected the status quo of dogme teaching among iranian english language teachers (ielt) and navigated the extent to which ielts incorporate the principles of unplugged teaching in their classroom. to this end, from the population of teachers teaching at different efl contexts (i.e., both at islamic azad and state universities in mazandaran province, iran) a sample of 135 teachers were selected based on a stratified random sampling method comprising 52 b.a., 55 m.a., and 28 phd instructors respectively. to measure their perception concerning dogme teaching and professional success, an unplugged teaching appraisal and a successful iranian efl teacher questionnair (sietq) were utilized. the prompts on the unplugged teaching represented five subsections along with nine scenarios, and the prompts employed for sietq constituted 12 factors. the analysis and interpretation of the obtained data revealed that there was a significant relationship between the variables under investigation. particularly, the findings revealed that teachers with ba and ma degree were not aware of the principles of dogme teaching. thus, they were not interested in socio-political issues in their classroom. notably, the findings unveiled that there was a great need for raising efl instructors' awareness and knowledge regarding dogme teaching in general and critical thinking in particular in foreign language teaching because better perception of dogme teaching leads to be better efl teacher. the finding have implications for language policy makers and materials developers to integrate critical aspect of language teaching to get better outcome in teaching and learning process.