Loving pedagogy and foreign language teaching enjoyment as predictors of Iranian EFL teachers’ engagement in reflective practice

Abstract

The present study examined the relationships among loving pedagogy (LP), foreign language teaching enjoyment (FLTE), and engagement in reflective practice (RP) among Iranian EFL teachers working across various educational contexts. Data were collected from 130 EFL teachers (89 females, 41 males) through online administration of the English Language Teaching Reflection Inventory, the Disposition toward Loving Pedagogy Scale, and the Foreign Language Teaching Enjoyment Scale. Pearson product‒moment correlation analysis indicated significant positive relationships among LP, FLTE, and RP. Multiple regression analysis showed that LP and FLTE each significantly predicted teachers’ engagement in RP, with LP emerging as the stronger predictor. These findings have implications for language teacher education and professional development programs.