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Sadeghi, Setayesh, Aliakbari, Mohammad. (1405). Effective EFL Teachers: Iranian Teachers’ Perceived Skills and Realization Challenges. نظریه و عمل در تربیت معلمان, (), -. doi: 10.48310/relej.2026.24048.1203
Setayesh Sadeghi; Mohammad Aliakbari. "Effective EFL Teachers: Iranian Teachers’ Perceived Skills and Realization Challenges". نظریه و عمل در تربیت معلمان, , , 1405, -. doi: 10.48310/relej.2026.24048.1203
Sadeghi, Setayesh, Aliakbari, Mohammad. (1405). 'Effective EFL Teachers: Iranian Teachers’ Perceived Skills and Realization Challenges', نظریه و عمل در تربیت معلمان, (), pp. -. doi: 10.48310/relej.2026.24048.1203
Sadeghi, Setayesh, Aliakbari, Mohammad. Effective EFL Teachers: Iranian Teachers’ Perceived Skills and Realization Challenges. نظریه و عمل در تربیت معلمان, 1405; (): -. doi: 10.48310/relej.2026.24048.1203

Effective EFL Teachers: Iranian Teachers’ Perceived Skills and Realization Challenges

Research in English Language Education Journal | Farhangian University
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 شهریور 1405
نوع مقاله: Article
شناسه دیجیتال (DOI): 10.48310/relej.2026.24048.1203
نویسندگان
Setayesh Sadeghi* 1؛ Mohammad Aliakbari2
1Assistant professor at Farhangian University
2English Department, Ilam University, Iran.
چکیده
This study explored Iranian secondary school EFL teachers' perceptions of the skills essential for effective teaching and the challenges and barriers hindering their realization. Employing a qualitative design, semi-structured interviews were conducted with 24 EFL teachers from Ilam, Lorestan, and Kermanshah provinces, Iran. Following Braun and Clarke (2006) thematic analysis framework, recurrent themes were identified. The findings revealed six core areas essential for teacher effectiveness: relational and supportive skills, professional skills, pedagogical skills, personal traits, classroom management, and assessment practices. Emotional relationship with students, mastery in four language skills, command in subject matter, using various teaching techniques, classroom management, teachers' personality, and assessment were the top seven most frequently codes mentioned by participants. Regarding challenges, the analysis identified six main challenges: education system, teaching aids, student-focused, teacher-focused challenges, textbooks, and parents. The most frequently cited barriers were limited teaching time, scarcity of audio and video equipment, students' lack of interest and motivation, large classes, and delayed onset of teaching/ learning English language. Finally, the study offers recommendations for improving teacher preparation programs and underscores the vital responsibility of the Ministry of Education in overcoming these obstacles to elevate the quality of EFL instruction in Iranian high schools.
کلیدواژه‌ها
effective EFL teacher؛ skills؛ perceptions
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