The relationship between Iraqi efl preparatory school teachers’ demoralization and language teaching knowledge

Abstract EN

Teachers consider a key component in teaching and learning process.

The demoralization is characterized by unfavorable feelings brought on by deficiencies in one's social surroundings.

When teachers are unable to attain moral goals, they feel a range of unpleasant emotions that might be summed up as demoralization which affect their production as teachers.

The present study aims at: 1- Finding out Iraqi EFL preparatory school teachers’ demoralization and language teaching knowledge.

2- Identifying the correlation between Iraqi EFL preparatory school teachers’ demoralization with language teaching knowledge.

The study's sample are (300) Iraqi EFL preparatory school teachers from male and female in the Al-Diwaniya governorate during the academic year 2021/2022.

The data collected by employing a questionnaire which is used to assess demoralization among Iraqi EFL preparatory school teachers and a test used to measure EFL Iraqi preparatory school teachers' knowledge of English language teaching.

After the confirmation of their validity and reliability, the tools are applied to the study sample.

The findings of the study reveal that: Iraqi EFL preparatory school teachers have a feeling of demoralization in a medium degree, and the current study finds out that teachers have efficient knowledge of English language teaching.

Furthermore, there is statistically significant inverse correlation which means that the more teacher demoralization is, the less knowledge of teaching the teachers have.