A Correlational Study of Iraqi EFL Teachers’ Teaching Competency and Their Attitudes Toward the Post-Method Teaching

The shift from method-based language teaching to post-method teaching has transformed contemporary English language teaching by emphasising teacher autonomy, contextualised instruction, reflective practice, and learner-centred learning. Although previous study has examined teachers' English language competency and their attitudes toward innovative pedagogies separately, few studies have investigated the relationship between these two constructs, particularly within Iraqi EFL context. Therefore, the present study investigated the relationship between Iraqi EFL teachers' English language competency and their attitudes toward post-method teaching, the study also examined teachers' perceptions of post-method implementation and the challenges influencing its application in Iraqi secondary schools. A mixed-method correlational research design was employed. The participants comprised 300 Iraqi EFL teachers (150 males and 150 females) working in secondary schools in Iraq, except Kurdistan region, during 2025–2026 the academic year. Data were collected using a researcher-developed questionnaire consisting of 75 items. Data were analysed using descriptive statistics, including frequencies, percentages, means, and standard deviations, together with Pearson's Product–Moment Correlation Coefficient to examine the relationship between the study variables. The results also indicated a statistically significant positive correlation between teachers' English language competency and their attitudes toward post-method teaching. The study concludes that teachers' English language competency constitutes an important professional resource that supports positive pedagogical orientations toward post-method teaching.