Define Teacher Professionalism

Teachers have an essential role in the procedure of learning upon whom the success or failure of educational programs and activities are dependent. The aims of educational organizations are principally satisfied by the teachers who impose the curriculum into practice. However, teachers might not be able to satisfy these fundamental necessities unless they are sufficiently prompted and dedicated (Soodmand Afshar & Doosti, 2015). Many people all over the world need to obtain a greater degree of ability in the learning English as a second or foreign language and it makes the English language teaching one of the important professions (Salehi, Taghavi, & Yunus, 2015). Kozloski (2002) believes that in spite the fact that extrinsic factors such as

The above definition of professionalism highlights a number of key features of this construct. The first key ingredient of professionalism is how to teach effectively. In order to teach effectively, one not only needs to have a good knowledge of the content matter (in the field of teaching English, a good knowledge of second language); but also should be familiar with principles of language pedagogy. The second factor, i.e. language pedagogy, requires teachers to be familiar with theory of language (linguistics) and the way language is learned (pedagogy) (Wang & Lin, 2013c). The enhancement of the English as Foreign Language (EFL) teachers’ professionalism level depends largely on their professional improvement, particularly their in-service professional improvement (Meng & Tajaroensuk, 2013). As Farmer (2006, p.160) implies, “professionalism is widely thought to be desirable in English Language Teaching (ELT), and at the same time institutions are taking seriously the need to evaluate their teachers.” Furthermore, there are study results arguing for the important position of professional training and experience to improving well qualified English language teachers (Wong, 2009). In addition,

There have been enterprises towards professionalism by setting entry standards for practitioners, so that professional ELT becomes the service that certified teacher education may explain (Haddock undated; Murphy-O’Dwyer, 2002, cited in Farmer, 2006). Tschannen-Moran (2009) remarks that teachers show higher levels of professionalism in conditions where there is organizational confidence and where teachers operate with managers in a congruous way (Yorulmaz, et al.,