The relationship between Afghan EFL teachers’ job satisfaction and organizational commitment with their continuing professional development

Job satisfaction and organizational commitment closely relate to teacher development. In the same way, professional development includes the activities that a teacher contracts either singly or cooperatively toward development after beginning professional practice. These variables all move teachers toward development in the teaching career. The purpose of this study is to investigate the relationship between Afghan EFL teachers’ job satisfaction and organizational commitment to their continuing professional development. To this end, 110 EFL teachers selected from different public schools and private English language institutes in Herat. The participants completed three questionnaires of Job satisfaction, Organizational Commitment, and Continuing Professional Development. The research employed a correlational design. The study helps the policy makers to make faculty committed to the organization to enhance their teaching effectiveness, improve professional practices, and in turn reduce turnover.