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    The effect of efl teachers’ reflective teaching on their work engagement
    (Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Aslan, Havva Nur
    English as a Foreign Language Teachers’ (EFL) work engagement has captured a lot of attention in the field in recent years. Reflective teaching is also another construct which affects teaching quality and teachers’ professional development. Therefore, this correlational survey research was designed to determine if there was an effect of EFL teachers’ reflective teaching on their work engagement. The study further aimed to investigate whether EFL teachers’ reflective teaching and their work engagement vary related to demographic factors: gender, Bachelor of Arts degree, the type of school in which they work, work experience and the level of school in which they work. For the selection of participants, the convenience sampling was used. There were 292 participating teachers who worked as EFL teachers in state and private schools at the primary, secondary and high school levels in Kayseri. The Demographic Information Form, The Engaged Teachers Scale (ETS), and English Language Teaching Reflection Inventory (ELTRI) were administered to collect the data. The collected data was analysed by SPSS 27. As a consequence, these teachers’ Practical, Affective and Metacognitive Reflection predict their work engagement in a significant way. However, their cognitive and critical reflection do not have a significant impact on their work engagement. Additionally, the EFL teachers working at private schools are more involved in reflective teaching compared to their counterparts at state schools. Keywords: