Exploring the Relationship between EFL Teachers’ Technophobia, Teaching Enjoyment, and Teaching Effectiveness

The purpose of the present study was to examine the relationship among EFL teachers' technophobia, teaching enjoyment, and teaching effectiveness in Iran. In light of rapid advancement and technology implementation in language education, teachers' attitudes toward technology may influence emotional experiences and instructional performance. To address the objectives of this study, a quantitative correlational design was employed to show whether EFL teacher technophobia is significantly related to teaching enjoyment, as well as teaching effectiveness. Data were gathered from 200 EFL teachers at language institutes, schools, and universities. Data were collected through standardized, validated questionnaires to measure technophobia, teaching enjoyment, and teaching effectiveness. Descriptive statistics were computed using SPSS to analyze the data. Additionally, to explore the direction and magnitude of associations among the factors, inferential data analysis, specifically Pearson correlation, was conducted. The results stated a significant, negative, and moderate relationship between technophobia and teaching enjoyment, which revealed that higher levels of technophobia are associated with lower levels of enjoyment. Moreover, a significant, negative, and moderate relationship between technophobia and teaching effectiveness was found. It revealed that higher levels of technophobia can cause lower levels of perceived teaching effectiveness. These findings indicated that emotional aspects have an important role in shaping teachers’ performance in technology-based environments. This study highlighted the need for professional development to reduce technophobia and enhance technology integration. Addressing these challenges can enhance teaching quality, improve instructional satisfaction, and help teachers integrate technology effectively in EFL contexts.