امیر مهدوی زفرقندی

This study explores Iranian EFL teachers' perceptions of integrating job crafting interventions with reflective teaching to enhance their teaching practices and well-being. Using a grounded theory approach, 25 experienced EFL teachers (minimum 5 years of teaching experience) were selected through purposive sampling to participate in a multi-phased intervention based on the PERMA model. The intervention included training workshops, self-set job crafting assignments, and reflective practices. Data were collected through semi-structured and focus-group interviews and analyzed to identify recurring themes. The findings revealed three themes: 1) reflective mindset, 2) sense of belonging and engagement, and 3) reflective avoidance. Results indicate that job crafting improved teachers' self-efficacy, motivation, and resilience, though some experienced challenges in implementation. Practical implications suggest incorporating job crafting strategies into teacher training programs to foster reflective teaching and enhance teacher well-being. This research contributes to the field by bridging positive psychology and reflective practices in SLA contexts, emphasizing the value of teacher-centered interventions in professional development.

This research aims to develop a questionnaire that measures students’ attitudes toward collaborative course design and identifies any barriers that might hinder student participation in course design. The questionnaire was developed in four phases. First, an item pool was created based on experts’ opinions, relevant literature, and the researchers’ experience. Second, the items were classified into two main sections: “attitudes” and “barriers”, with the latter further divided into five subcategories (social and cultural, educational and institutional, individual, practical, and attitudinal). The content validity of the questionnaire was assessed, with all items and subcategories achieving CVR>0.59 and CVI>0.79, thus surpassing the minimum required threshold. Third, the questionnaire was piloted with 330 students. The construct validity of the Collaborative Course Design Questionnaire (CCDQ) was confirmed through exploratory factor analysis (EFA) using Principal Component Analysis (PCA) as the extraction method, along with Varimax rotation, which identified six factors explaining 71.536% of the variance in the data. Finally, Cronbach’s alpha was calculated, yielding reliability indices ranging from 0.971 to 0.627, indicating internal consistency and reliability of the items within each construct. The findings suggest that the Collaborative Course Design Questionnaire is a valid and reliable instrument suitable for use with senior high school students.