Educational Background and Workplace Context: Shaping Iranian EFL Teachers' Attitudes Towards Online Teaching

Abstract

In the constantly evolving field of education, this comprehensive study delves into the attitudes of Iranian English as a Foreign Language (EFL) teachers towards online teaching, with a particular focus on the influence of their educational levels and workplace settings. The research, which involved 160 diverse EFL teachers, meticulously examines the multifaceted dimensions of this pivotal issue. At the heart of this inquiry lies the questionnaire 'Teachers' Attitude Towards Online Teaching' (TAtOT), which Kianinezhad (2023) fastidiously tailored and validated for application among Iranian EFL teachers. The study uncovers compelling findings, demonstrating a direct correlation between educators' educational backgrounds and their attitudes towards online teaching. Notably, teachers with advanced degrees exhibit markedly more favorable attitudes, underscoring the importance of higher education in shaping educators' readiness for online teaching. Furthermore, the research unveils significant distinctions in attitudes based on educators' workplace contexts. Educators in schools manifest more positive attitudes, while those in institutes and universities also express favorable perspectives. These findings hold significant implications for educational institutions, policymakers, and educators themselves. They emphasize the necessity for tailored professional development programs, supportive policy frameworks, and proactive engagement by educators in continuously enhancing their digital competencies. Since the digital transformation of education continues to shape the learning landscape, this research offers invaluable insights to guide the effective integration of technology and online teaching methods, ensuring a brighter and more inclusive future for language education in the digital age.