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<p>The existing body of research in educational psychology has evidenced that exploring teachers’ psychological aspects of instruction is, by nature, helpful as it can aid students’ academic achievement and teachers’ teaching performance. However, among diverse psychological variables, teacher empowerment in the EFL context has received limited research attention. To address this research gap, the present study explored the psychological factor of teacher empowerment in greater depth, specifically investigating perceptions of novice and experienced teachers regarding factors potentially contributing to teacher empowerment and the barriers they might face regarding empowerment. To this end, a sequential explanatory mixed-methods research design was utilized. In the quantitative phase, 156 Iranian EFL teachers (Experienced = 97, Novice = 69) completed the closed-ended Teacher Empowerment Scale. Subsequently, in the qualitative phase, 10 teachers (Experienced = 5; Novice = 5) participated in a semi-structured interview. Quantitative results showed no significant difference between novice and experienced teachers in perceived teacher empowerment and its subcomponents. However, qualitative findings revealed a nuanced contrast between novice and experienced teachers. Overall, the findings suggested that although teacher empowerment levels appeared similar statistically, their nature differed across experience levels. The results also showed that whereas novice teachers prioritized factors such as time, facilities, energy, self-awareness, and skill as the most crucial elements impacting their empowerment, experienced teachers named payment, classroom scope, the organization’s structure and atmosphere, and teachers’ attitude and judgment as the factors enhancing teacher empowerment. Additionally, novice teachers referred to insufficient facilities, lack of skills and flexibility, and blame culture at work, while experienced teachers referred to lack of respect and low self-efficacy and confidence as additional obstacles to their empowerment. These findings have significant implications for various stakeholders in the L2 context, offering insights into the concept of teacher empowerment and the different ways to empower EFL teachers.</p>

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Unveiling novice and experienced Iranian EFL teachers’ perceived determinants and barriers of teacher empowerment

  • 期刊论文

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  • 发表日期：

    2026年7月29日

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  • Masoomeh Estaji,
  • Shamileh Hafezi

摘要

The existing body of research in educational psychology has evidenced that exploring teachers’ psychological aspects of instruction is, by nature, helpful as it can aid students’ academic achievement and teachers’ teaching performance. However, among diverse psychological variables, teacher empowerment in the EFL context has received limited research attention. To address this research gap, the present study explored the psychological factor of teacher empowerment in greater depth, specifically investigating perceptions of novice and experienced teachers regarding factors potentially contributing to teacher empowerment and the barriers they might face regarding empowerment. To this end, a sequential explanatory mixed-methods research design was utilized. In the quantitative phase, 156 Iranian EFL teachers (Experienced = 97, Novice = 69) completed the closed-ended Teacher Empowerment Scale. Subsequently, in the qualitative phase, 10 teachers (Experienced = 5; Novice = 5) participated in a semi-structured interview. Quantitative results showed no significant difference between novice and experienced teachers in perceived teacher empowerment and its subcomponents. However, qualitative findings revealed a nuanced contrast between novice and experienced teachers. Overall, the findings suggested that although teacher empowerment levels appeared similar statistically, their nature differed across experience levels. The results also showed that whereas novice teachers prioritized factors such as time, facilities, energy, self-awareness, and skill as the most crucial elements impacting their empowerment, experienced teachers named payment, classroom scope, the organization’s structure and atmosphere, and teachers’ attitude and judgment as the factors enhancing teacher empowerment. Additionally, novice teachers referred to insufficient facilities, lack of skills and flexibility, and blame culture at work, while experienced teachers referred to lack of respect and low self-efficacy and confidence as additional obstacles to their empowerment. These findings have significant implications for various stakeholders in the L2 context, offering insights into the concept of teacher empowerment and the different ways to empower EFL teachers.