TY - JOUR ID - 14374 TI - Is Iranian EFL Teachers’ Professional Competence Significantly Correlated with Their Job Performance? If Yes, How Much and How? JO - Journal of Applied Linguistics and Applied Literature: Dynamics and Advances JA - JALDA LA - en SN - 2820-8986 AU - Rezai, Afsheen AU - Azizi, Zeinab AU - Namaziandost, Ehsan AD - Assistant Professor, ِ Department of English, University of Ayatollah Ozma Borujerdi, Lorestan, Iran, https://orcid.org/0000-0001-9010-0168 AD - Assistant Professor, Department of English, University of Ayatollah Ozma Borujerdi, Lorestan, Iran, https://orcid.org/0000-0002-7492-1932 AD - Lecturer, University of Applied Sciences and Technology, Ahvaz, Iran, & Mehrarvand Institute of Technology, Abadan, Iran https://orcid.org/0000-0002-8393-2537 Y1 - 2022 PY - 2022 VL - 10 IS - 1 SP - 13 EP - 34 KW - thematic coding analysis KW - EFL teachers KW - Job performance KW - Professional competence DO - 10.22049/jalda.2022.27481.1368 N2 - The present study sought out to examine the relationship between Iranian EFL teachers’ professional competence and job performance quantitatively and qualitatively. To this end, a total of 330 EFL teachers, including males (n = 185) and females (n = 145) for the quantitative part, as well as a sample of 25 high school English teachers, consisting of males (n = 11) and females (n = 14) for the qualitative part were selected using a random sampling method in Khorramabad City and Borujerd City, Iran. The participants responded to an EFL Teachers’ Job performance Questionnaire, an EFL Teachers’ Professional Competence Questionnaire, and a reflective written statement. The collected data were analyzed through a Pearson correlation analysis, a multiple regression analysis, and a standard thematic coding analysis. Findings evidenced a positive correlation between the participants’ professional competence and their job performance. Additionally, the results evidenced that the participants’ job performance was mainly impacted by skills, knowledge, and attitudes factors, comprising their professional competence. The complementary qualitative findings yielded four overarching themes: “increased job effectiveness”, “improved teaching self-efficacy”, “increased teaching motivation”, and “promoted organizational acceptance”. The study concludes with offering a range of implications and avenues for further research. UR - http://jalda.azaruniv.ac.ir/article_14374.html L1 - http://jalda.azaruniv.ac.ir/article_14374_cf93387f362a44f4c0cd4d9821ceac18.pdf ER -