This study investigates how institutional context shapes reflective practice among Iranian EFL teachers working in public schools and private language institutes. Drawing on Dewey’s and Schön’s theoretical frameworks, and adopting a comparative, cross sectional survey design, data were collected from 57 experienced teachers (≥4 years of full time teaching) using Akbari et al.’s (2010) validated Teacher Reflective Thinking Questionnaire (TRTQ). Reliability analysis revealed strong internal consistency for the total scale (α = 0.91) and subscales (α = 0.78–0.86). Independent samples t tests showed no significant contextual differences in Cognitive and Metacognitive reflection, suggesting shared analytical and self-regulatory capacities rooted in similar pre service training. However, private institute teachers reported significantly higher Practical, Affective, and Critical reflection (p < 0.05, moderate effect sizes), likely reflecting greater curricular flexibility, institutional autonomy, and professional agency. These findings highlight the context dependent nature of reflective engagement, supporting sociocultural perspectives on teacher learning. The study concludes that professional development initiatives should be tailored to sector specific conditions, enhancing underdeveloped dimensions in public schools while sustaining broad spectrum reflection in private institutes.
Mahmoodi et al. (Tue,) studied this question.